Course Management System Research Articles

Technology at the Planning Table: Activity Theory, Negotiation and Course Management Systems

AbstractThis paper presents results from a qualitative inquiry into how online courses in UK and US HEIs are shaped by stakeholder negotiations around course management systems. The investigation used a multi-theory framework composed of Cervero and Wilson's (1994) negotiation of power and interests model and activity theory. Forty-six stakeholders from seven sites participated in the study. The findings identified four primary benefits that prompt stakeholders to employ specific course management systems and described two types of relationships that exist between the stakeholders and their CMS.

Course Delivery Platform Changes and Instructional Delivery Methods: Student Attitudes and Perceptions

The purposes of this study were to examine students' perceptions and attitudes toward changes in Distance Education (DE) course management systems and to evaluate their instructional delivery preferences. Students (N = 145) enrolled in an online master's degree program on either a full- or part-time basis completed an online survey instrument specifically designed for this study. Results showed a strong preference for distance education, but no significant differences in student perceptions toward changes in Course Management Systems (CMS). The benefit of transparency in course design is discussed along with other findings.

The Design and Effect of a Scaffolded Concept Mapping Strategy on Learning Performance in an Undergraduate Database Course

This paper proposes a scaffolded concept mapping strategy, which considers a student's (high or low) prior knowledge, and provides flexible learning aids (scaffolding and fading) for reading and drawing a concept map. The goal is that the whole class should progress in synchronized fashion through this strategy, with each student achieving meaningful learning. The scaffolding is tailored to the student's needs, with various levels of support. The increasing demand for scaffolding, and its constant evolution, means that software aids are needed. The authors adopted a systematic instructional design, with associated software, to create a learning environment that supports the execution of the strategy. The paper also investigates whether this strategy improved student learning for 54 undergraduates in a database management system course. The results indicate that the students who used the strategy had better learning achievements than those who only experienced traditional lectures. Moreover, the implementation of the strategy received positive student feedback.

Collaborative Writing in Composition

As online education grows in popularity, the literature on such courses has expanded as dramatically. However, discussion of online tools specifically for composition instruction has received far less attention than general course-management systems and online discussion forums. The composition process has changed with the advent of computer processing, yet composition research rarely focuses on the advantages of the digital composition process. That process could change again with recent developments in social systems and networked, cloud-based applications. This article highlights the way online composition platforms can meet the needs of writing courses. New tools can provide new opportunities for student collaboration, teacher involvement, and writing-process research. This article uses Sally J. McMillan’s model of Cyber-Interactivity and Robert R. Johnson’s model of User-Centered Design as frameworks in which to view collaborative writing, arguing that students in online composition courses need collaborative tools that allow a single document to be created by a student, edited by others, and commented on by all. The ill-fated Google Wave platform is evaluated through this perspective. Practical benefits of the platform and implications for writing instruction are included. Collaborative online composition, using systems with features like Google Wave, is presented as essential in modern composition courses.

Faculty use of the course management system (CMS) iLearn at the American University of Sharjah

That course management systems (CMS) such as Blackboard and Moodle are relevant to higher education is beyond question. Tertiary institutions invest significant resources in developing CMS and promoting their use by faculty members. Considerable research has been undertaken with respect to cost-effectiveness, to the ‘buy as opposed to build’ quandary and also to CMS product rating. Far fewer studies have been devoted to examining how course management systems are being used in higher education, whether such use is effective and what views the faculty members who use/do not use the technology have about such systems. The American University of Sharjah (AUS) has, since 2004, made a strong commitment to CMS through investment in iLearn (the AUS version of Blackboard) as a teaching and learning medium. This paper reports on initial findings from an investigation, conducted by a cross-disciplinary, cross-generational research team of faculty, staff and students. The study seeks to gain a clear appreciation of how iLearn is being used at AUS and to recognize the faculty members’ opinions and perceptions of the CMS iLearn.

Validating innovating practice and perceptions of course management system solutions using structural equation modeling

As adopting information and communications technology to deliver instruction and facilitate learning, course management systems (CMSs) offer an alternative capability to enhance management practices. Based on innovation diffusion theory, this study explores CMS effectiveness (EF) and reliability (RL), and considers both perceived innovative attributes (IA) and demographic characteristics. This study also exams the moderating effect of complexity (CX) and mediating effect of function evaluation (FE) on the causal relationship between IA and outcome variables (i.e., EF, RL). Analysis also includes the differential effects of three types of CMSs and gender differences. Participants were 238 undergraduates, majored in business or management, who volunteered to complete an online survey. Results show that perceived IA affect RL and EF, but not FE. CX moderates the effect of perceived IA on RL, but does not moderate the effects of perceived IA on FE and EF. EF, but not FE, appears to mediate the effects of perceived IA on RL. There is no significant difference in model fit between genders, but there is among the type of CMS solution group. Conclusions and implications are offered regarding the future research for program leaders and practitioners.

Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction

Self-efficacy is believed to be a key component in successful online learning; however, most existing studies of online self-efficacy focus on the computer. Although computer self-efficacy is important in online learning, researchers have generally agreed that online learning entails self-efficacy of multifaceted dimensions; therefore, one of the purposes of the current study was to identify dimensions of online learning self-efficacy. Through exploratory factor analysis, we identified five dimensions of online learning self-efficacy: (a) self-efficacy to complete an online course, (b) self-efficacy to interact socially with classmates, (c) self-efficacy to handle tools in a Course Management System (CMS), (d) self-efficacy to interact with instructors in an online course, and (e) self-efficacy to interact with classmates for academic purposes. In addition, the role of demographic variables in online learning self-efficacy was investigated. Demographic variables, such as the number of online courses taken, gender, and academic status were found to predict online learning self-efficacy. Furthermore, we found that online learning self-efficacy predicted students' online learning satisfaction. Results are discussed, and implications for online teaching and learning are provided.

Genetic Algorithm and Its Application in Scheduling System

With the development of education and college expansion and consolidation in the Educational Management System Course Scheduling System has become more complex, and therefore necessary to design one for development, and reuse. Given this situation, this paper proposes a solution based on genetic algorithm. The results show that genetic algorithms can effectively solve the course timetabling problem. This method is easy to learn and apply, and do not rely on a special mode. DOI: http://dx.doi.org/10.11591/telkomnika.v11i4.2365

Virtual Learner 2. 0: A Technique to Evaluate the Importance of Web 2. 0 based e-Learning Application

Indeed e-learning provides gateway to better educational system for learners. In order to enhance socialization and sharing of knowledge among existing e-learning applications, Web 2.0 based tools can be integrated and utilized in these applications. This research paper is also related to evaluate the significance and compatibility of Web 2.0 tools in education. For this purpose a methodology is proposed and a prototype system is developed. The proposed system is named as Virtual Learner 2.0. Virtual Learner 2.0 is a Web 2.0 based e-learning application and socializes around learners. It is a combination of different Web 2.0 tools. Whenever applications have been developed by using Web 2.0 based approaches, especially by using tagging, video podcasting and discussion forum, always grasp attention of diversified community. Similarly, Virtual Learner 2.0 allows its learners to find out the effectiveness of video podcasting and discussion forum in any educational web applications. Secondly, this application is a better source to observe the searching efficiency of tags and tags cloud for data contents. By evaluating this application it is proved that learners seek more progress in learning through Web 2.0 based tools instead of utilizing the traditional learning techniques. Most importantly Virtual Learner 2.0 facilitates the learners with solution of better, reliable and enhanced course management system (CMS).

The effect of a course management system (CMS)-supported strategy instruction on EFL reading comprehension and strategy use

This paper reports on the effect of a Moodle-supported strategy instruction on both reading comprehension and strategy use among EFL (English as a Foreign Language) students. Specific reading strategy training was first integrated into a Moodle system, which included reading exercises on problem identification, monitoring comprehension, inferencing, summarizing, transfer, resourcing, and questioning for clarification. The comparison between pre-test and post-test of the experimental group indicated that students had improved their reading comprehension performance after the experimental course was implemented. No significant difference in student reading comprehension performance was found in the control group. Moreover, the learning records were significantly correlated with the post-test of reading comprehension in the experimental group, indicating the positive effect on learning outcome. A questionnaire was also conducted to investigate the students’ perceived learning progress and strategy use. Before the instruction took place, there was no difference in strategy use observed between the experimental and control groups. After the instruction, students in the experimental group employed significantly more reading strategies than the students in the control group, especially in the categories of metacognitive and cognitive strategies. The results demonstrate that Moodle-supported strategy instruction can and will facilitate the EFL students’ overall reading comprehension and strategy use.

Open for Learning: The CMS and the Open Learning Network

The course management system (CMS) reinforces the status quo and hinders substantial teaching and learning innovation in higher education. It does so by imposing artificial time limits on learner access to course content and other learners, privileging the role of the instructor at the expense of the learner, and limiting the power of the network effect in the learning process. The open learning network (OLN)—a hybrid of the CMS and the personal learning environment (PLE)—is proposed as an alternative learning technology environment with the potential to leverage the affordances of the Web to dramatically improve learning.Keywords: course management system; higher education; open learning network; personal learning environment; technology; internet

Facebook group as a space for interactive and collaborative learning

The purpose of this research was to examine the perceived implications on learning when making use of a Facebook group as a communication environment, along with the learning management system (LMS) course website. A total of 66 graduate students participated in the research. The main conclusion from the findings is that Facebook, although it was not originally created for educational purposes, can be used as a virtual space for discussion and sharing knowledge. Students reported being engaged in interaction and collaboration in the Facebook group as well as having appreciated its contribution to their own personal learning experience. Most of them would be willing to use Facebook groups as a learning space in future courses, without giving up the course website which is crucial as the main source of learning materials and course activities.

SLIM:A Template-based Second Language Instruction Management System

Course Management Systems (CMSs) have been used worldwide by language educators for second language teaching and learning. Nevertheless, no CMS has been designed for specifically, for language instruction. In this context, there is a clear lack of subject-specific focus within the current generation of language management systems. This paper argues that the lack of support for language teaching and learning in current CMSs points to the need for an investigation on how to integrate such support into the design of CMSs. Based on a study carried out on language instructors in selected Malaysian universities, this paper presents a template-based CMS specifically design of ESL instruction in Malaysia known as SLIM (Second Language Instruction Management system developed by the authors. The templates are designed to facilitate online ESL activities related to the four skills: reading, writing, speaking and listening.

Embedded Librarian Program Insights

This article reports on the insights gained from an embedded librarian program at MacKay Library, Union County College (Cranford, NJ) using the Angel Course Management System (CMS). The program began in order to reach out to students in online classes to market library resources and to offer assistance. Students were surveyed at the end of the semester to assess the value of the program and to suggest future revisions. Course assignments were found to play a major role in whether students reach out to the embedded librarian.

The effects of blended learning with a CMS on the development of autonomous learning: A case study of different degrees of autonomy achieved by individual learners

The findings of this study support the argument made by many learner autonomy scholars that the road to autonomy is a process conditioned by each individual's zone of proximal development (ZPD) and that there are different degrees of autonomy. The description of behavioural patterns found from the experiment supports this notion. The findings show that once the direction was initiated by the teacher with the help of an external structure like a course management system (CMS), the learners could organise the resources in the system autonomously, took on new learning roles that were different from those in a traditional face-to-face classroom, and eventually they could develop autonomous perceptions and behaviours as an outcome of their engagement in this blended learning environment. The data from four research tools: i.e., questionnaire, student learning journals, interviews and classroom observation are triangulated and amalgamated to increase the validity and reliability of the findings.

Integrating an Educational Game in Moodle LMS

The authors present a learning platform based on a computer game. Learning games combine two industries: education and entertainment, which is often called “Edutainment.” The game is realized as a strategic game (similar to Risk™), implemented as a module for Moodle CMS, utilizing Java Applet technology. Moodle is an open-source course management system (CMS), which is widely used among universities as an eLearning platform. Java Applet enables development of rich-client applications which are executed in web browser environment. During the game, players receive questions from specified Moodle quiz, and all answers are stored back into Moodle system. Students can later verify their score and answers, and examine the test that they actually worked on during the game. This system supports synchronous as well as asynchronous interaction between players.

Understanding collaborative learning behavior from Moodle log data

Although course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students' learning. Moodle is usually regarded as a CMS. However, how to make full use of its powerful features and design them into learning tools has rarely been investigated. This study investigates two features, embedded in the Moodle system, wiki and assessment tools, to find out how they are designed to support project-based learning. The theory and rationale for using these two features in learning activities are elaborated. The effects of wiki-supported collaboration, peer grading, and feedback on junior secondary students' enquiries in liberal studies are analyzed using hierarchical multiple regression. One hundred and eighty-six students participated in the study. Working on their own wikis, commenting on the work of peers, and previous performance on the humanities course were found to be significant predictors of liberal study project performance.

A blended practice-enterprise course for language learning in an international business community

This paper presents the experiences and results from the LLP-project PELLIC. The aim of the project was to make full use of the learning potential of practice enterprise methodology for communicative language learning by organizing and supporting virtual international business interaction within a blended learning scenario. “Practice enterprise” is a practical-oriented teaching method with a strong focus on authenticity, which is conceptually related to task-based learning approaches (e.g. Willis and Willis, 2008). Results are based on the project’s piloting phase during which learners in four European countries became “virtual entrepreneurs”. The target language of the course was English, the lingua franca of international business. Learners’ interactions were supported by a customized virtual learning environment (VLE), based on the open source course management system Moodle, enhanced and adapted to suit the pedagogic needs of the scenario by integrating additional collaboration tools (Google Applications, Skype, etc). Along with a range of openly accessible e-learning contents, focus activities and resources, e-learning tasks were developed as “blueprints” to guide educators in adapting, re-purposing and extending materials and methodology for their own teaching. The article highlights the role of computer-mediated communication (CMC) in creating opportunities for learner output, the teacher’s role as a facilitator of the learners' project work, and the function of re-usable e-learning contents and activity formats for authentic autonomous and collaborative language learning.

Putting the Library at Students’ Fingertips

The absence of a well-defined space for library resources within course-management systems has been well documented in library literature. Academic libraries have sought to remedy this deficiency in numerous ways. This article describes how a “library nugget,” or module, was added to the Buffalo State College course-management system, ANGEL. The nugget features direct access to the library catalog and several popular databases from within ANGEL. Links to library guides and research services are also provided. The nugget was a collaboration between reference librarians and the campus ANGEL administrator, who is the college's former systems librarian. User feedback has been extremely positive and campus database usage has soared.

Evaluation of Pharmacotherapy Laboratory Revisions Implemented to Reduce Cost

To revise a pharmacotherapy-laboratory curriculum to decrease course expenditures while maintaining a quality educational experience. Course mapping identified laboratory activities that achieved the defined learning outcomes. Redundant activities were eliminated, and remaining activities not requiring active in-laboratory participation were converted into prelaboratory assignments and simulations. An online course-management system provided a platform for simulations and automated grading. An evaluation of economic data showed a 64% and 43% decrease in total course expenditures for Pharmacotherapy Laboratory III and IV, respectively. Although a comparison of examination and course grades before and after redesign revealed a small decrease in grades for the Pharmacotherapy III and IV course, the reasons for this decrease were unclear and could not be directly attributed to the redesign. Comparison of students' evaluation scores before and after the redesign showed continued high satisfaction with the course. Revisions made to the curriculum for a pharmacotherapy laboratory decreased course expenditures while maintaining the quality of education. The successful redesign was related to several key components including course mapping and enhanced use of technology. A similar revision process can be considered by other colleges and schools of pharmacy facing budgetary reductions.