University teachers’ experiences in courseware development

Abstract

AbstractThe professoriate is increasingly expected to infuse computer technology in teaching. However, there is dearth of qualitative data to either support or disprove this belief. This study thus aims to describe the experiences of a select group of college teachers as they develop, implement and evaluate their courseware materials. Ten tenured faculty members who have developed, deployed and evaluated their courseware materials were the participants of this qualitative inquiry. Initially, the teachers were made to fill out robotfotos (in Dutch, a cartographic sketch) for purposes of profiling their baseline characteristics. Data gathered were carefully analysed and thematised on the basis of internal and external homogeneity. Guided by a semistructured audio‐taped interview, this study captured the experiences of the teachers whose instructional paradigms were facilitated and revolutionised by a learning management system (LMS), specifically the Blackboard (Bb) system. Findings show that generally, the professoriate considers the courseware materials developed as instructional adjuncts that complement their time‐tested teaching modalities. Having identified an LMS such as Bb as a user‐friendly system, issues relative to system’s accessibility, technical difficulties, systemic training programmes for teachers, attractive system of incentives and user readiness are key areas that ensure overall programme success and viability.