Abstract
A comparison of courses that do or do not utilize a Course Management System (CMS) was undertaken from thestandpoint of a new faculty member. Seven distinct advantages were found with CMS implementation includinginitial tutorial group set-ups, email communication, sharing of student generated products, sharing ofinstructor-generated products, collection of assignments, delivery of graded assignments, and plagiarism checks.CMS training that precedes the start of a course is recommended for new teaching staff, particularly for largecourses of greater than 100 students, where CMS implementation has substantial benefits.
Highlights
Many good studies document various aspects management systems (CMSs), including everything from institutional implementation (Morgan, 2003), perceptions and uses (Lonn & Teasley, 2009), data mining (Romero, Ventura, & Garcia, 2008), and student experiences (Yuen, Fox, Sun, & Deng, 2009)
Few papers exist that can point directly to how the implementation of a Course Management System (CMS) positively impacts an individual faculty member’s experience. Such a study would be of great interest to: new faculty members, established faculty members considering the use of a CMS for the first time, University technology staff charged with persuading faculty to adopt CMSs, and perhaps, the CMS companies themselves
New staff with minimal CMS experiences will have many questions: What are the capabilities of a CMS? Will the time invested in learning the program pay off later? Will the CMS enable better communication between the students and the instructor? What kind of benefits will this communication have?
Summary
Many good studies document various aspects management systems (CMSs), including everything from institutional implementation (Morgan, 2003), perceptions and uses (Lonn & Teasley, 2009), data mining (Romero, Ventura, & Garcia, 2008), and student experiences (Yuen, Fox, Sun, & Deng, 2009). Few papers exist that can point directly to how the implementation of a CMS positively impacts an individual faculty member’s experience Such a study would be of great interest to: new faculty members, established faculty members considering the use of a CMS for the first time, University technology staff charged with persuading faculty to adopt CMSs, and perhaps, the CMS companies themselves. First person accounts of CMS usage by new faculty are not readily apparent in the literature, some studies have included commentary on faculty’s initial experiences in online teaching via interviews (Asbell-Clarke, 2007; Conrad, 2004; Harrington, 2006). These issues are discussed in detail, with a point by point comparison of the two conditions, along with data indicating improvement of student satisfaction via the use of a CMS group manager function, and CMS email platform usage vis-à-vis conventional email
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