How Course Management Systems Affect Online Teaching: A Pilot Study PROCEEDINGS
Mei-Ying Elaine Lin, Sue Espinoza, Jason Lee Davis, Texas A&M University-Commerce, United States
Society for Information Technology & Teacher Education International Conference, in San Diego, CA, USA ISBN 978-1-880094-78-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
Currently, colleges and universities have been offering courses online and requesting faculty members to develop and/or teach the courses in online, web-enhanced, and hybrid or blended formats by using Course Management Systems (CMSs). Most faculty members were primarily taught in and trained to teach in the traditional face-to-face classrooms, and teaching online is a new experience/task for them. Moreover, many faculty members have not been formally trained how to teach online, and many have learned on the job. Faculty development programs have often been limited to training faculty in the use of the technology. Little attention has been given to teaching faculty members how to implement strategies needed for effective online course development. The purpose of this pilot study was to analyze which features of CMSs were being utilized and which features were most effective as perceived by faculty members who teach online courses.
Lin, M.Y.E., Espinoza, S. & Davis, J.L. (2010). How Course Management Systems Affect Online Teaching: A Pilot Study. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 1768-1772). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
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