An Investigation of Online Course Management Systems in Higher Education

2009 ◽  
Vol 5 (2) ◽  
pp. 46-59 ◽  
Author(s):  
Julie A. Ray
Keyword(s):  
Higher Education ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Course Management

Future Directions of Course Management Systems

2011 ◽  
pp. 307-330
Author(s):  
David Mills
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Data Exchange ◽  
Evolutionary Process ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Future Directions ◽  
The Core ◽  
Core Mission

Course management systems will unquestionably become one of the most critical enterprise systems in higher education. This is because these systems are more closely aligned with the core mission of teaching and learning than any others. Although these systems have already undergone extraordinary transformation in just a few short years, we are at only the very beginning of the evolutionary process. It is critical that CMS vendors look to the students, educators, and administrators that interact with these systems to identify what new tools and features they need. Consequently, the next stage of innovation in course management systems should therefore focus more on features specifically related to promoting better and more efficient processes for teaching and learning online. More flexible administration options should make these systems easier to maintain. Emerging standards will continue to simplify communications and data exchange with other systems. Finally, the infusion of sound principles of instructional design and learning theory into the tools themselves promises to transform today’s course management systems into tomorrow’s expert systems for teaching and learning.

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Examining the Relationship Between Course Management Systems, Presentation Software, and Student Learning

2010 ◽  
pp. 136-151 ◽  
Author(s):  
Daria C. Crawley ◽  
Barbara A. Frey
Keyword(s):  
Student Learning ◽  
Student Perceptions ◽  
Classroom Behavior ◽  
Management Systems ◽  
Course Management Systems ◽  
Online Course ◽  
Classroom Behaviors ◽  
Course Management ◽  
Instructional Technologies ◽  
Exploratory Factor Analyses

This research examines the relative impact of students’ in-class behaviors (i.e., attendance and participation) by assessing student perceptions of the value of instructional technologies, such as eCollege course management systems and instructors’ PowerPoint presentations. The results of the study through exploratory factor analyses revealed that 13 items were divided into three factors (electronic presentations, online-course management, and effective classroom behavior) with 53 percent explained variance in instructional technologies’ impact on student learning. ANOVA results indicated significant differences in online-course management and perceived impact of electronic presentations on students’ classroom behavior among respondents who used the online-course management system. Respondents who used multiple online-course management features viewed it more favorably and did not believe that it had a negative impact on classroom behaviors, such as attendance or class participation compared to those who used fewer features. Implications for construct refinement and future research are discussed.

scholarly journals Becoming more systematic about flexible learning: beyond time and distance

2005 ◽  
Vol 13 (1) ◽  
Author(s):  
Wim De Boer ◽  
Betty Collis
Keyword(s):  
Higher Education ◽  
Course Design ◽  
Frame Of Reference ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Flexible Learning

Changes in higher education frequently involve the need for more flexibility in course design and delivery. Flexibility is a concept that can be operationalized in many ways. One approach to conceptualizing flexibility within courses is to distinguish planning-type flexibility, which the instructor can designate before the course begins and which needs to be managed when the course is offered, for interpersonal flexibility, which relates more to the dynamics of the course as it is experienced by the learners. Course management systems (CMSs) offer options that can support both of these sorts of flexibility, if instructors use the CMSs with a systematic frame of reference. The instructor faces challenges in managing both types of flexibility, but the experience at one institution shows that being systematic about flexibility choices and ways to support those choices in the institutional CMS can help in meeting these challenges.DOI: 10.1080/0968776042000339781

Electronic courseware in higher education

First Monday ◽  
2005 ◽  
Author(s):  
Maureen Minielli ◽  
S. Ferris
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching Styles ◽  
Cost Effective ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Space And Time

The rising costs of education often lead to the call for a change from the traditional, space–and–time bound institutions to ones that offer increasingly cost–effective, technologically enhanced programs. As institutions of higher education turn to technology, primarily Internet–based, to address these challenges, the use of electronic courseware is dramatically increasing. In order to effectively utilize electronic courseware in the classroom, educators not only need to be aware of terminology, functions, and uses of the most popular types of electronic courseware, but also (and perhaps more importantly) educators need to develop and critique pedagogically based research that can, at the broader level, help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning. In this paper we consider electronic course management systems from a pedagogical perspective, with the goal of aiding educators to effectively utilize electronic courseware in the classroom. By discussing the basics (such as terminology, functions, and uses of the most popular types of electronic courseware) and examining pedagogically based research we hope, at the broader level, to help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning.

Future Directions of Course Management Systems

2011 ◽  
pp. 3535-3548
Author(s):  
D. David
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Data Exchange ◽  
Evolutionary Process ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Future Directions ◽  
The Core ◽  
Core Mission

Course management systems will unquestionably become one of the most critical enterprise systems in higher education. This is because these systems are more closely aligned with the core mission of teaching and learning than any others. Although these systems have already undergone extraordinary transformation in just a few short years, we are at only the very beginning of the evolutionary process. It is critical that CMS vendors look to the students, educators, and administrators that interact with these systems to identify what new tools and features they need. Consequently, the next stage of innovation in course management systems should therefore focus more on features specifically related to promoting better and more efficient processes for teaching and learning online. More flexible administration options should make these systems easier to maintain. Emerging standards will continue to simplify communications and data exchange with other systems. Finally, the infusion of sound principles of instructional design and learning theory into the tools themselves promises to transform today’s course management systems into tomorrow’s expert systems for teaching and learning.

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