The Interplay of Teaching Conceptions and a Course Management System Among Award-Winning University Professors

Abstract

As the use of course management systems (CMSs) becomes nearly ubiquitous in higher education, it is imperative that we consider their impact and influence on instructional methods and the learning environments. Moves to incorporate more student-centered models of teaching and learning, and integrating technology such as CMSs, are unlikely to be successful without understanding the relationship between the teaching conceptions of faculty and their adaptations of the technological tools available to them. The purpose of this study was to examine (a) how CMSs influence teaching methods, and (b) how faculty members’ conceptions about teaching and learning are supported by the functions available in CMSs. Results indicate that use of a CMS had very little influence on faculty members’ teaching practices or conceptions of teaching. Additionally, faculty reported using CMSs primarily for information dissemination, regardless of their conceptions of teaching. The results of this study have implications for administrators and faculty in higher education, as well as designers of CMSs.