Development of a New University-Wide Course Management System

2011 ◽  
pp. 55-65 ◽  
Author(s):  
Ali Jafari
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Management System ◽  
Course Management System ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Student Information ◽  
The University ◽  
Selection Of

Distance learning is no longer a conceptual discussion, a buzzword, or a show-and-tell demonstration in a computer trade show. It is a multi-billion-dollar business moving its way up to the top of universities’ lists of priorities. University and college administrators are now convinced that the Web and the Internet can and will change their traditional teaching practices into a semi-virtual and virtual operation. This is the arrival of a new paradigm where students and instructors make fewer trips to campuses to receive or deliver lectures. A variety of computer tools and environments have been commercially developed and are being used to deliver distance learning content. Course management systems or course authoring tools are among the names used to refer to such software environments. Today there is a large selection of course management software packages on the market. This has created much debate over what brand of course management system a university should choose. Is WebCT better than Topclass? How does Domino Lotus compare to WebCT and BlackBoard? Many institutions have tried to compare and contrast different course management systems in order to make a decision. While some institutions have elected to use one or more off-the-shelf course management systems, others have developed their own software. The selection or development of the “right” course management system for an educational institution is probably one of the most difficult decisions that information technology administrators have to make. It is not like deciding on the selection of Netscape versus Internet Explorer or WordPerfect versus Microsoft Word. It is substantially more complicated due to the fact that a course management environment should function as an enterprise system, able to link to or include many services and resources already in place in the university. This includes student registration, course offering catalogs, computing account IDs, personal Web servers, student information systems, and library resources, as well as file servers. Failure to link with these resources will create an expensive, difficult-to-use, and resource-intensive course management environment. A well-designed course management system should include or share resources with the existing services. Many information technology administrators may not yet understand the importance of a well-designed course management system, and often they have deployed systems without understanding the conceptual framework behind them, or defining the functional and technical requirements of the university.

Building a Digital Repository for Accreditation through Courseware

2014 ◽  
pp. 150-163
Author(s):  
Janice M. Krueger
Keyword(s):  
Management System ◽  
Graduate Program ◽  
Data Gathering ◽  
Content Management ◽  
Library Science ◽  
Course Management System ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Digital Repository

This chapter highlights how a graduate program in library science structured a university’s course management system to address the data gathering and document demands of accreditation. While examples in the literature revealed creative uses of content and course management systems, none specifically demonstrated ways to build a digital repository of accreditation materials. Design features of the course management system were found similar to content management systems but with distinct advantages. While both types of programs could address document storage without having to create separate Websites and to acquire dedicated Web servers, the course management system offers a way to communicate with colleagues, presents a mechanism to integrate specialized surveys within selected courses, and provides a way to compile and to save results from any survey or assessment technique. Faculty note ongoing challenges stemming from the use of a course management system but acknowledge viable solutions.

The Interplay of Teaching Conceptions and Course Management System Design

2011 ◽  
pp. 57-68 ◽  
Author(s):  
Xornam S. Apedoe
Keyword(s):  
System Design ◽  
Management System ◽  
Future Generations ◽  
Course Management System ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Conceptions Of Teaching ◽  
The Relationship ◽  
Teaching Conceptions

The purpose of this chapter is to explore the relationship between instructors’ conceptions of teaching and the design and use of course management systems in instruction. Understanding this relationship helps us to understand why instructors are using course management systems in the ways they do. Subsequently, we can use our understanding to help define what future generations of course management systems look like and how we as instructors might use them.

Choosing the Right Course Management System for Distance Education Courses

2013 ◽  
pp. 214-238
Author(s):  
Zafer Unal ◽  
Aslihan Unal
Keyword(s):  
Distance Education ◽  
Open Source ◽  
Management System ◽  
Detailed Comparison ◽  
Course Management System ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
The Right ◽  
Education Courses

In the current market space there are many commercially available Course Management Systems (CMS) from which to choose, such as BlackBoard and Desire2Learn. The open source community has also been active in creating alternative course management system choices that are free of licensing costs (Moodle, Sakai). Institutions now have the choice between these competing CMSs, and it is not enough to just pick a package based on its price or feature list. Institutions considering implementing a CMS must carefully evaluate it before putting it to use with a student population. A trial was undertaken to consider whether Moodle warranted a more formal consideration as an alternative to the institution’s current CMS (BlackBoard) at a southeastern university. This report documents a detailed comparison of BlackBoard and Moodle CMSs based on students’ experiences that used both systems during the same course and investigates if Moodle warrants consideration as an alternative to the institution’s current course management system.

scholarly journals Pre-service Teachers First Time Experiences With A New Course Management System

2011 ◽  
Vol 15 (2) ◽  
pp. 65
Author(s):  
Zafer Unal ◽  
Aslihan Unal
Keyword(s):  
Educational Technology ◽  
Information Sharing ◽  
Management System ◽  
Course Management System ◽  
Management Systems ◽  
Course Management Systems ◽  
Pilot Test ◽  
Course Management ◽  
End User ◽  
First Time

From a students perspective, course management systems are a step above a classroom website. Information sharing is no longer static; these systems utilize tools that allow information to be passed in many directions and in a number of different ways. They have the most important task - addressing the needs of the ultimate end user, the learner. This study investigated 71 pre-service teachers first time experiences and satisfaction from a pilot test of a new course management system (Moodle) implemented during an online educational technology course.

Research on the Implementation of E-learning Tools by Bulgarian and Foreign Universities

2021 ◽  
Vol 48 (5) ◽  
pp. 486-497
Author(s):  
Petar Todorov ◽  
Keyword(s):  
Distance Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Research Subject ◽  
Learning Tools ◽  
Learning And Teaching ◽  
The Past ◽  
E Learning ◽  
Foreign Universities

Over the past two years, the pandemic caused by the COVID-19 virus has put to the test all spheres of life not only in Bulgaria but also worldwide. It can be claimed that the educational sector has acted adequately and has been able to deal with the challenge. The article presents research on the implementation of various e-learning tools by Bulgarian and foreign universities. The research was conducted at the beginning of the pandemic caused by COVID-19 by surveying students and lecturers. It turns out that despite the plethora of e-learning tools, at many universities, even in technologically advanced countries such as China, in most cases, education is delivered through distance learning and course management systems, for instance Moodle. The research objective is to ascertain the degree of implementation of various e-learning tools at Bulgarian and foreign universities. The research subject is the degree of implementation of e-learning tools, whereas the research object is students and lecturers from Bulgarian and foreign universities. The hypothesis, which is proven, is that the implementation of diverse e-learning tools is insufficient, despite the fact that their importance is acknowledged at all levels of learning and teaching.

Understanding the Usability of Course Management Systems (CMS) in Developing Countries

2015 ◽  
Vol 7 (3) ◽  
pp. 27-35 ◽  
Author(s):  
Rakibul Hoque ◽  
Mahfuz Ashraf ◽  
Mohammad Afshar Ali ◽  
Rashadul Hasan
Keyword(s):  
Developing Countries ◽  
Learning Activities ◽  
Course Management System ◽  
Educational Technologies ◽  
Management Systems ◽  
Educational Institutions ◽  
Course Management Systems ◽  
Course Management ◽  
Online Environment ◽  
Office Software

Course Management System (CMS) is now probably the most used educational technologies in higher education, behind only the Internet and common office software. It can facilitate posting content, participating in discussions, maintaining a grade book, tracking participation and managing learning activities in an online environment for instructors and learners. But question arises to what extent these systems are successful in developing countries like Bangladesh. Unfortunately there are very few reports and publication that have tried to focus on above issues. In this study, an evaluation and analysis of CMS in developing countries like Bangladesh was carried out to assess the success of the system by using “ITPOSMO' model. The study found that CMS is partially failing in higher educational institutions in Bangladesh.

Learning Management Systems

2020 ◽  
pp. 158-175 ◽  
Author(s):  
Omer Abdelrahim Fadil ◽  
Mohamed Khaldi
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Learning Management Systems ◽  
Educational Process ◽  
Course Management System ◽  
Management Systems ◽  
Course Management ◽  
E Learning ◽  
Learning Management ◽  
Education Process

This chapter deals with several details related to e-learning represented in the concept of learning management systems, types of learning management systems in terms of learning management system and course management system, learning and content. The authors will clarify the importance of e-learning management systems in the educational process and features of e-learning management systems. In addition, the authors will explain the steps chosen for e-learning management systems with inference on some examples of e-learning management systems. At the end of the chapter, they will talk about learning management systems in Arab universities in the education process.

Lessons Learned from a Course Management System Review at the University of Florida

2013 ◽  
pp. 55-71 ◽  
Author(s):  
Tawnya Means ◽  
Douglas Johnson ◽  
Randy Graff
Keyword(s):  
Management System ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Course Management System ◽  
Course Management ◽  
University Of Florida ◽  
Personal Learning ◽  
Online Tools ◽  
System Review ◽  
The University

In 2008-2009, the University of Florida (UF) undertook a process of selecting a new course management system (CMS) to replace the existing CMS. This chapter presents the process developed to evaluate CMS options, discusses the data gathered during that process and interesting implications of that data, and then presents broader implications of course management system adoption to inform other institutions during their own evaluation and adoption processes. This information will be of value to higher education institutions and also to instructors who may benefit by considering this discussion while looking to maximize their own use of a local CMS and/or to choose tools that enable personal learning environments, as well as other online tools to support teaching and learning.

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