Dissertations / Theses: 'Course management systems'

1

Smith, Lucille. "Student experiences of learning in a systems thinking course." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/5471.

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Srivastava, Amrita S. M. Massachusetts Institute of Technology. "Challenges in creating online courses and establishing a measure of their efficacy with an example of MIT's course in Sustainable Energy." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/106268.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, School of Engineering, System Design and Management Program, Engineering and Management Program, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 99-101).
Online education is changing traditional models of learning both in schools and the outside world. The developments of learning pedagogies and technology have also contributed to the adoption of online education. Some benefits of online education include the immense variety of content, lower costs, higher flexibility, increased interaction, and easy access. This is substantiated by the steady rise in student enrollment and the use of either Massive Open Online Courses (MOOCs) or Blended Courses in institutions. However there is a growing sense of skepticism for MOOCs owing to low retention, and less control over the learning process and educators prefer the adoption of a blended model for their courses. The report details the research conducted leading to the selection of a blended learning approach for MIT's course in "Sustainable Energy" (1.818/2.65/10.391/11.371/22.811/ESD.166). The report outlines a design blueprint to create an online course. Some of the components of design are identifying the key tenets of learning that improve knowledge and skill, suitable learning pedagogies to transform the content for an online course, understanding the system behaviors, and our experimentation with the edX Platform. This end goal of this report is to create a template to help instructors and designers in creating an online course on the edX platform.
by Amrita Srivastava.
S.M. in Engineering and Management

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3

Ruppel, Quinn. "An analysis of instructor utilization of course management software." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008ruppelq.pdf.

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Pereira, Audrey S. "Faculty Willingness to Complete Information Technology Training on Course Management Systems." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/524.

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The literature suggests that information technology (IT), including Course Management Systems (CMSs), allows higher education faculty members (HEFMs) to adopt better methods for teaching and learning, and that training contributes to adoption. However, many HEFMs are unwilling to complete IT training on the CMS, contributing to low adoption rates. Yet, little is known about what influences HEFMs to complete IT training on their institution's CMS, even though CMSs are widely available. The purpose of this study was to address this gap in the literature through a quantitative, cross-sectional study of HEFM perceptions of CMS characteristics, based on Rogers' diffusion of innovations theory, which may affect their willingness to complete IT training on their institution's CMS. The research questions focused on how perceived relative advantage (RA), compatibility (CMP), complexity (CMX), trialability (TR), and observability (OB) of the CMS impacted HEFM willingness to complete IT training on their institution's CMS. Higher education faculty member tenure status, rank, length of CMS use, level of CMS expertise, department, gender, and age were potential mediating variables. Data from 102 Fitchburg State University HEFMs were collected, and multiple regression models developed. Compatibility was significantly associated with willingness to train online, adjusted for department, and RA with willingness to train in-person and combined. This study has a potential positive impact on society through providing information for researchers and higher education administrators who are changing IT training on CMSs in order to improve adoption rates and the quality of teaching and learning at institutions of higher learning.

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Mathur, Roopa. "Students' Perceptions of a Mobile Application for College Course Management Systems." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/925.

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Higher education administrators need data on student perceptions to support their decision making regarding mobile learning (m-learning) applications. There is a lack of research addressing students' perceptions of mobile applications for course management systems (CMS). The findings of this study may help administrators understand students' perceptions of a CMS m-learning application, Blackboard Mobile Learn (BML). This m-learning application is available on mobile devices, such as the iPad, iPod Touch, iPhone, Android, and Blackberry smartphones. The purpose of this quantitative survey study was to explore the linear relationship between the independent variables of students' perceptions of usefulness and students' perceptions of ease of use with the dependent variable of the students' intent to use BML. The technology acceptance model (TAM) provided the theoretical framework. The study was a survey-based cross-sectional design in which 98 students from 2 community colleges were polled. The results of multiple regression analyses indicated that students' perceptions of usefulness and students' perceptions of ease of use were both significantly and positively related to students' intent to use BML. The results of t tests for population means where the variances are unknown confirmed the students' intent to use many of the specific functions of BML: Announcements, Information, Contacts, and My Grades. The findings were inconclusive for Discussions, Assignments, and Course Documents. This study is significant in that it provides college administrators and faculty with supportive data, giving students a new educational platform: mobile learning. The key positive social change provided is a CMS m-learning solution for students to be lifelong learners.

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6

Kultur, Can. "Factors Affecting Faculty Intention To Use Course Management Systems In A Private University." Phd thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610439/index.pdf.

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This study aimed to investigate the factors affecting faculty intention to use course management systems (CMS). The study was conducted in a private university with a mixed-method approach. First, 260 responses to a questionnaire was analysed by using structural equation modeling technique in order to examine the provided model. Second, interviews with selected 14 faculty members were conducted to understand the interrelationships. The findings indicated that, faculty intention to use CMS is mostly related with seeing value in using CMS including both personal and task/course related issues. In addition, the use of CMS should be perceived as easy which is directly influenced by the computer self-efficacy of the instructors. Discrimination of perceived personal benefits and task/course related usefulness is found to be important. Course/task related perceived usefulness is found to be weak without perceiving them personally beneficial. Availability of training and support is found to be weakly related to initial intention, however it appeared as an important variable for continuing to use CMS. &lsquo
Communicating the vision through leadership&rsquo
, &lsquo
promoting CMS&rsquo
, and &lsquo
sharing experiences and real life examples&rsquo
emerged as powerful approaches to facilitate use of CMS. Institutional policies regarding issues like &lsquo
academic freedom&rsquo
should be considered carefully while supporting the use of CMS. Moreover, to support institutional change it is important to be aware of the existence of different faculty profiles, which should be considered separately in relevant decisions.

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Peters, Jeffrey D. "A Study of the Factors that Influence Community College Instructors’ Adoption of Course Management Systems." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404213008.

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Salisbury, Lauren E. "The Impact of Course Management Systems Like Blackboard on First Year Composition Pedagogy and Practice." University of Findlay / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1432220779.

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Arabie, Claire Pettit. "Educational Technology Tools in Learning Management Systems Influence on Online Student Course Satisfaction in Higher Education." Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10163286.

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Educational technology can be a powerful tool and the advantages of using it in instruction are abundant. However, it is important that instructors use technology effectively. Recent rapid changes in technology have coincided with rapid growth in online learning. Since the 1990s, learning management systems (LMS) have been adopted in higher education as a means for providing instructors with educational technology tools to manage and facilitate their higher education classes. LMS tools play a significant role in the facilitation of online learning. The changes in educational technology and the growth in online learning have led educators in higher education to examine best practices for integrating technology in online learning. Retention is a major focus of higher education administrators. Thus, student satisfaction in online courses is a concern in order to decrease attrition and improve student persistence in online education. This study examines the relationships between student perception of the usefulness of LMS tools and student online course satisfaction in higher education.

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Hernández, Rentería Luis Alejandro. "Gamified layer for Google Classroom to improve the user experience and engagement of students with ADHD." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-14237.

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The implementation of a Course Management System into an educational institution oriented to students with learning disabilities such as ADHD, represents a big challenge since these students experience persistent impairments in attention (or concentration) that impact negatively on their learning outcomes, engagement and motivation. It’s crucial to adapt and enhance these environments having in consideration the students’ special learning needs, in order to improve their user experience and engagement during their learning process. This thesis address the design and development of gamified layer that brings a current analog gamification practice into a Course Management System Environment, Google Classroom (GC). The prototype developed retrieves, transforms and shows the GC data in form of game elements such as points, badges, and progress bars, among others. After using the prototype during three weeks, the students showed an easy familiarization with the gamified layer of GC and an active participation and persistence during their course activities.

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Mergen, Izzet. "Applications of course management systems in school administration| Music teacher assessment through the use of digital portfolios." Thesis, St. John's University, School of Education and Human Services, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570318.

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This researcher had two purposes. The investigator's purpose in this action research was to develop a working prototype of a music teacher digital portfolio within the Moodle environment, which included artifacts, as they relate to New York State's Annual Performance Review (APPR) legislation. The regulation on teacher evaluation is New York State Code §3012-c. In order to develop the prototype, a first step involved working collaboratively with a panel of instructional leaders in music education to determine what a music teacher digital portfolio template should contain as per this new APPR Legislation. To achieve this goal in an open source course management system, Moodle was used to collaborate digitally with music education leaders from New York State. This researcher did not seek to establish rubrics for assessment. At the same time, however, by presenting artifacts as they relate to the APPR legislation, §3012-c, the investigator presented prototypical evidence of quality teacher performance in student growth and student achievement, and these data entries may be used as a point of reference by supervisors who evaluate professional music educators. The report of this study took two forms: there is a report of the collaborative efforts that constitute action research and there is the presentation of the portfolio prototype.

The subjects were 12 instructional leaders in music education from Long Island, New York. Upon completion of the action research, the subjects completed a questionnaire designed to measure their perceptions of the action research study method of instruction and the use of a course management system (Moodle) as a tool for the construction of digital portfolios.

The results of the questionnaire showed that both purposes were achieved. Furthermore, a consensus was developed that the use of action research study is a valuable method of learning and a course management system, Moodle, is an effective and useful administrative tool for school administrators.

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12

Mitchell, Marsha. "The development of a graduate course on identity management for the Department of Networking, Security, and Systems Administration /." Online version of thesis, 2008. http://hdl.handle.net/1850/8713.

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13

Braun, Ross Charles. "Environmental and management impacts in turfgrass systems: nitrous oxide emissions, carbon sequestration, and drought and traffic stress." Diss., Kansas State University, 2017. http://hdl.handle.net/2097/36215.

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Doctor of Philosophy
Department of Horticulture and Natural Resources
Dale J. Bremer
Turfgrasses sequester and emit carbon dioxide, and emit nitrous oxide (N₂O) when fertilized with nitrogen and irrigated. Future water availability is a serious issue and drought restrictions may be imposed on turf managers while turf areas are subjected to traffic stress. My objectives in Chapter 2 were to: 1) quantify the magnitude and patterns of N₂O emissions and carbon (C) sequestration in zoysiagrass (Zoysia japonica Steud.); and 2) determine how irrigation (66% and 33% reference evapotranspiration [ET₀] replacement) and fertilization (polymer-coated urea, urea, and unfertilized) management may reduce N₂O emissions and enhance carbon sequestration. My objectives in Chapters 3 and 4 were to evaluate above- and below-ground responses of cool-season (C3) [Kentucky bluegrass (Poa pratensis L.) and perennial ryegrass (Lolium perenne L.)] and warm-season (C4) grasses {buffalograss [Buchloe dactyloides (Nutt.) Engelm] and zoysiagrass] at golf course-related mowing heights [1.6-cm (fairway) and 6.4-cm (rough)], with and without traffic during a simulated drought and subsequent recovery period (without traffic). In Chapter 2, N₂O emissions increased by 6.3% with more irrigation during summers and increased from 4.06 kg ha⁻¹ in unfertilized turf to 4.50, and 5.62 kg ha⁻¹ in polymer-coated urea and urea treated turf, respectively, during the 2-year study. There was no difference in C sequestration rates between a high vs. low input management schedule. The C sequestration rate was 0.952 Mg C ha⁻¹ yr⁻¹ for zoysiagrass when averaged across management schedules and depths. The use of a controlled-release fertilizer such as PCU compared to the use of a quick-release fertilizer and/or lower irrigation will reduce N₂O emissions in turfgrass. In Chapters 3 and 4, the better drought tolerance of C4 grasses led to more differences between traffic treatments within C4 than C3 grasses, but C4 grasses maintained the highest quality and green cover. Quality at rough- compared to fairway-height was more impacted by traffic. Decreasing soil moisture due to drought led to a minimal impact from traffic on soil bulk density, soil penetration resistance (SPR), and root measurements. During drought, SPR at deeper soil depths and fairway plots increased and exceeded the critical value of 2.0 MPa. Both C4 grasses and perennial ryegrass had larger root diameters, which may have led to better soil compaction resistance. Traffic during drought will have a negative and accelerated impacts above-ground, but minimal impact below-ground, which will vary with turf species and mowing height.

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14

Maluk, Saib. "Students’ Use of IT to Solve Group-Oriented Educational Tasks within a Course : A study of IT Management Master Program at Umeå University." Thesis, Umeå universitet, Institutionen för informatik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-185871.

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Hammond, Lamis. "Factors affecting students’ attitude and performance when using a web-enhanced learning environment." Thesis, Brunel University, 2010. http://bura.brunel.ac.uk/handle/2438/4622.

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The purpose of this thesis is to investigate the use of a course management system in a University learning environment and the factors that affect students' attitude and performance in such environments and to study the relationship between these factors. The course management system that was used in the research studies in this thesis was WebCT. Three in-field studies were carried out to achieve the aim of this research thesis. A mixture of qualitative and quantitative approaches was used in the studies. Data from participants were collected via questionnaires, interviews, and numerical data from the WebCT tracking system. First the relationship between the students' attitude towards using WebCT and their module leaders' attitude towards using it was studied. Then, the relationship between students' cognitive styles and their satisfaction, their achievement, and their way of using WebCT was investigated. Finally, a model of the critical factors affecting students‟ attitudes to WebCT, use of WebCT and achievement was developed and tested. The model is divided into three main dimensions. The three dimensions are 1) The learner dimension: students' interaction with their classmates, students' capability of using the internet, students' capability of using WebCT. 2) The instructor dimension: Instructor's technical competence, instructor's way of presenting materials on WebCT, interaction between students and their instructor. 3) The technology dimension: usefulness, ease of use, flexibility, quality. The results suggested that students have a positive attitude towards using a course management system (WebCT) on their courses. Also, the results indicated that students' use of WebCT is a positive indicator of their academic achievement (in terms of performance on specific modules). It was also found that instructor attitude and way of using WebCT affects students' attitude and performance when using WebCT. The Technology dimension was found to be a positive indicator of students' attitude and use of WebCT. The Instructor dimension was also found to be a positive indicator of students' attitude and achievement in WebCT. Moreover, the Learner dimension was found to be a positive indicator of students' attitude, use of WebCT and achievement.

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Wilson, Robert John. "The Patterns and Practices of Rural Middle School Students in a Voluntary Online Summer Reading Course." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280858983.

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17

Plachkov, Alex. "Soft Data-Augmented Risk Assessment and Automated Course of Action Generation for Maritime Situational Awareness." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35336.

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This thesis presents a framework capable of integrating hard (physics-based) and soft (people-generated) data for the purpose of achieving increased situational assessment (SA) and effective course of action (CoA) generation upon risk identification. The proposed methodology is realized through the extension of an existing Risk Management Framework (RMF). In this work, the RMF’s SA capabilities are augmented via the injection of soft data features into its risk modeling; the performance of these capabilities is evaluated via a newly-proposed risk-centric information fusion effectiveness metric. The framework’s CoA generation capabilities are also extended through the inclusion of people-generated data, capturing important subject matter expertise and providing mission-specific requirements. Furthermore, this work introduces a variety of CoA-related performance measures, used to assess the fitness of each individual potential CoA, as well as to quantify the overall chance of mission success improvement brought about by the inclusion of soft data. This conceptualization is validated via experimental analysis performed on a combination of real- world and synthetically-generated maritime scenarios. It is envisioned that the capabilities put forth herein will take part in a greater system, capable of ingesting and seamlessly integrating vast amounts of heterogeneous data, with the intent of providing accurate and timely situational updates, as well as assisting in operational decision making.

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Durmaz, Nurcan. "Assesing The Effectiveness Of Using Metu-online Tool In A Course At The Department Of Political Science And Public Administration: A Case Study." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610978/index.pdf.

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The purpose of this study is to investigate the effect of gender, CGPA and amount of weekly Internet use on the acceptance of CMS (Course Management System). Specifically, the purpose is to investigate METU-ONLINE in a course given in PSPA (Political Science and Public Administration) department at METU. One questionnaire has been used in the study. The questionnaires have been distributed to 63 PSPA students who were enrolled to POLITICAL HISTORY (ADM3106) course during spring semester of 2007-2008 year. The data gathered from the students with questionnaires has been analyzed in SPSS 16.0 program with ANOVA method using descriptive and inferential statistics. The results showed that students&rsquo
Cumulative GPA and amount of weekly Internet use have an effect on the perceived usefulness of METU-ONLINE.

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Copley, Stacey. "Assessment of Instructor Information Technology Self-efficacy on Online Course Delivery Modes and Design Methods in the Radiologic Sciences." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343745085.

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Albayrak, Duygu. "Social Networking Sites Utilization For Teaching And Learning." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614122/index.pdf.

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The purpose of this study was to investigate students&rsquo
social networking sites (SNSs) involvement, students&rsquo
involvement of Facebook as course management system (CMS) in face-to-face course, students&rsquo
acceptance of Facebook, students&rsquo
motivations, students&rsquo
achievements, and their relationships. The study, used Facebook as CMS, was conducted in a private university with 42 participants in two different freshman courses. Maximum variation sampling was employed in selecting 12 students for interview. Mixed method was employed as part of an action-research approach. Both quantitative and qualitative data collection methods were utilized to thoroughly analyze Facebook use as CMS. Quantitative data were collected through three questionnaires about Facebook acceptance, motivation to the course and involvement of Facebook and course Facebook page. The qualitative data were collected through both individual interviews and discussion posts of course Facebook page. The quantitative data analysis consisted of descriptive statistics, and correlation analyses. Coding schemes were used to both find the depth-of-discussion posts and convert qualitative data into quantitative data. The results stated that students&rsquo
SNSs involvement, students&rsquo
acceptance of Facebook, students&rsquo
motivations, students&rsquo
achievements and their relationships were different according to the taken course. Possible reasons of the differences of utilization and engagement in the course activities were clarified in the study. Results support that students and instructors could benefit from Facebook usage in learning and teaching. Most of the participants believed the value of having CMSs in all courses. Moreover, they preferred Facebook as CMS to communicate easily, to increase their active participation and interactions in their courses.

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Harris, Lisa, and Lisa Harris@rmit edu au. "Electronic Classroom, Electronic Community: Virtual Social Networks and Student Learning." RMIT University. Global Studies, Social Science and Planning, 2008. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080717.144715.

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The capacity for online learning environments to provide quality learning experiences for students has been the focus of much speculation and debate in the higher education sector from the late 1990s to the present day. In this area, 'quality' has become synonymous with engaging students in a learning community. This study reports on a qualitative research project designed to explore the significance of community for students when they study in online learning environments. This project used three case studies to explore tertiary students' thoughts and expectations about community in the online environment. The research was constructed iteratively. Data from the initial case suggested the need to explore the relationship between the constructed online learning environment and the development of learning communities or what I have termed Social Learning Support Networks (SLSN). To explore this issue further, the project was expanded and subsequent cases were chosen that included fundamentally different types of online learning environments. The project had two significant results. Firstly, students not only confirmed popular educational theories on the value of learning communities, but also described how this form of social connection might practically benefit their learning. Secondly, the project found that certain forms of synchronous online environments provided enhanced opportunities for students to form social connections that supported their learning. This project provides new evidence of the benefit of community for students studying online and argues that future online learning environments should be shaped by five key principles designed to foster a sense of social connection between students.

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Perry, Kimberly A. "The use of technology in relation to community college faculty characteristics and instructional environments." Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2417.

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The purpose of this study was to analyze the use of a course management system in relation to faculty characteristics and instructional environments at a rural community college in California. The use of the course management system, Blackboard, was the technology studied. This study used a nonexperimental quantitative ex post facto research design to analyze the use of Blackboard at all classes in fall semester 2008. This study used 10 faculty characteristics and five instructional environment conditions as the independent variables and the basis for analyses. The 10 faculty characteristics were age, gender, highest degree earned, discipline, number of faculty teaching in the discipline, number of courses teaching by an individual faculty member, average class size, number of years teaching, employment status, and hourly pay rate. The five instructional environmental conditions were teaching location, course delivery method, course type, career technical education status and course duration. The dependent variable was the use of a course management system. Elements of the course management system were placed into four general categories—activated, static, interactive and multimedia. Pearson's correlation analyses were calculated to identify any significant relationships between faculty characteristics and use of a course management system and between instructional environmental conditions and the use of a course management system. Cramer's V was used to determine the strength of those relationships. Faculty who were female, had more formal education, were tenured, earned more money, taught on campus, taught online or taught for the fill semester were more likely to use a course management system. There were moderate to strong relationships for faculty who were female, had more formal education, were tenured, earned more money, taught on campus, or taught online. Institutions of higher education are investing fiscal, human and technological resources in the purchase and deployment of course management systems. This study can be replicated by any college that has the ability to gather information about faculty and their use of a technology. Once the method by which the data is collected is determined, it can be repeated at regular intervals in order to track the progress of the adoption of the technology. This data can then be used by college leaders as an evaluative tool within the college's planning processes.

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Cheng, Hsiu-Jen. "THE PERCEPTIONS OF TAIWANESE COLLEGE STUDENTS TOWARD THE ENGLISH COURSES USING AN ONLINE COURSE MANAGEMENT SYSTEM." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1177709445.

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Hurst, Patrick M. II. "Galactic : an Ur/Web course management system." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91830.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (page 63).
Ur/Web is a modern ML-like Web-oriented programming language with a type system that both ensures program correctness and provides powerful metaprogramming capabilities. This thesis describes techniques that allow construction of modular applications where the individual modules can be specified simply, using metaprogramming and module functors to generate the actual code from a few simple lines of mostly declarative code. In particular, I present a novel technique for indirect cross-module recursion and a flexible abstraction for form elements.
by Patrick M. Hurst II.
M. Eng.

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25

Sanchez, Abel 1967. "Web based course management and delivery system (COMMAND)." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/46144.

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Feeney, David R. "Rates of adoption in a university course management system." Morgantown, W. Va. : [West Virginia University Libraries], 2001. http://etd.wvu.edu/templates/showETD.cfm?recnum=2252.

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Thesis (Ed. D.)--West Virginia University, 2001.
Title from document title page. Document formatted into pages; contains viii, 132 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 117-130).

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Kavakli, Hamdi. "A Course-content Management System Development And Its Usability Test." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605405/index.pdf.

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Effectiveness and usefullness among the important factors that affect success of online learning environments. During this study, a course-content management system developed regarding effectivity and usability related concerns. One major aim of this study is to develop effective and usable system. In this study, a course-content management system designed and developed under the light of previous researches. In the design phase, effective design strategies and characteristics of effective and usable learning systems were explored, and system was designed considering these strategies. Then, development phase applied. After system developed, usability techniques was explored, and heuristic evaluation method was choosed as a usability method to measure usability of the system. During the study, modified version of a checklist that was prepared considering usability heuristics. Applied checklist contains total 108 questions under 13 heuristics (major usability problem). Heuristic evaluation is an expert review method. Therefore, this study should have been evaluated by experts. 8 experts enrolled in this study. All experts are either Phd or graduate students at instructional technology departments and they have enrolled in web-based studies. They investigated the usability of the course-content management system according to the usability related criterias on the checklist. When test results were considered, a course-contentmanagement system developed during this study was found usable. Results of this study may enlighten the way of future studies.

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Project, ULAN. "A Context-aware Course Management System under Ubiquitous Computing Environment." INTELLIGENT MEDIA INTEGRATION NAGOYA UNIVERSITY / COE, 2005. http://hdl.handle.net/2237/10364.

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Azevedo, Flavio Marques. "Academius: uma ferramenta web para a construção de padrões pedagógicos colaborativos aplicados ao ensino de engenharia." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/3/3143/tde-21052015-165343/.

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O presente trabalho apresenta uma proposta para a criação de um ambiente web colaborativo responsável pela troca das melhores práticas de planejamento de aulas utilizadas pelos especialistas e educadores, agrupados pelo que chamaremos de artefatos pedagógicos ou padrões pedagógicos, considerados a menor unidade divisível de uma aula. O planejamento será pautado pelo conceitual de design instrucional, que proporciona o encadeamento de forma simplificada e em ordem cronológica de todos os conteúdos previstos a execução de um curso ou de uma disciplina. Com a utilização da ferramenta em ambiente compartilhado (web), será mostrado que o efetivo planejamento de um simples objetivo de aprendizagem ou até mesmo a de um conteúdo mais amplo, por intermédio da apresentação linear e cronológica de todos os artefatos pedagógicos, levará à uma visão geral e completa da composição dos assuntos abordados. Neste momento, será possível visualizar por intermédio de relatórios, dentre as funcionalidades da própria ferramenta, o formato de matriz de design instrucional, um dos produtos essenciais da fase de planejamento de um curso. Para a criação dos artefatos pedagógicos de forma compartilhada será utilizado um protótipo de interface gráfica conduzido por conceitos de arquitetura de informação e usabilidade. Com o objetivo de transformar o protótipo em uma ferramenta, na fase de implementação será utilizada a estrutura de um sistema de gerenciamento de conteúdo, capaz de simplificar esta etapa extremamente complexa. A aplicação por meio do estudo de caso será feita através de uma disciplina do curso de pós-graduação, com foco nas tecnologias de ensino de engenharia, ilustrando a contribuição do presente trabalho e dando condições de um real e efetivo resultado da metodologia utilizada. A sua efetiva consolidação será obtida pelo estabelecimento de uma avaliação de reação aplicada entre o grupo de alunos do referido estudo de caso.
This paper presents , in relation to new forms of teaching and learning , a proposal for the creation of a collaborative web environment responsible for the exchange of best practice techniques for classroom used by educators and experts , grouped by which we will pedagogical patterns or pedagogical artifacts , and grounded in the concepts of \" instructional design \" , which can be considered as a structure that provides to the heterogeneous audience, since experts in education and technology and students interested in a particular subject to plan a simplified form and measurable their respective courses , modules , and related disciplines . With the use of the tool in a shared environment will be shown that the effective planning of a single learning object or even a broader content, through linear and chronological presentation of all educational artifacts will lead to an overview and complete the composition of the subjects covered, coming to provide in one aspect of the tool itself, the format of an instructional design matrix, one of the key products of the planning phase of a course. For the creation of educational artifacts in a shared way, will be used a graphical interface prototype concepts outlined by information architecture and usability, and its last one implementation in a development framework designed for what we call content management system. The application, by case study, will be taken through a course in the graduate with a focus on teaching engineering technologies, illustrating the contribution of this work and giving conditions for a real and effective result of the methodology used, consolidated by the establishment of a reaction evaluation performed between the group of students of that case study.

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Griffiths, Michael E. "Patterns of User Activity in the Blackboard Course Management System Across All Courses in the 2004-2005 Academic Year at Brigham Young University." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/905.

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The following report discusses the use of the Blackboard Course Management in terms of overall patterns of activity as recorded in the Blackboard activity database across the whole campus of Brigham Young University during the 2004-2005 academic year. The report contains a set of data represented by tables and graphs that summarize activity, or clicks, in the Blackboard system performed by students, professors, and assistants. The clicks are summarized according to a number of different categories and criteria and analyzed to show interesting patterns of activity. The report is designed to show a general campus wide summary of Blackboard activity and also to briefly explore patterns that may be used as a platform for further detailed research.

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De, Villiers Gabrielle Joy. "Asynchronous web-based technologies to support learning." Thesis, Pretoria : [s.n.], 2001. http://upetd.up.ac.za/thesis/available/etd-03122002-093248.

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Griffiths, Michael Edward. "Patterns of user activity in the Blackboard Course Management system across all courses in the 2004-2005 academic year at Brigham Young University /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1864.pdf.

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Birbal, Roland. "An inquiry into the perspectives and experiences of teacher educators as they worked to integrate an electronic course management system into their courses." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/5037/.

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This interpretative qualitative study was designed to examine the experiences and perspectives of teacher educators as they worked to integrate the Blackboard Course Management System (BbCMS) into their courses. More specifically, it focused on how teacher educators’ perspectives of the value of the affordances of course managements systems for course delivery and their pedagogical beliefs influenced their integration of the BbCMS into their courses. The study consisted of two stages. In the first stage data were collected from 53 out of 112 teacher educators using an open-ended questionnaire. In the second stage I collected data from eight teacher educators who were purposively selected and individually interviewed. My framework for analyses focuses on Pajares’ (1992) assumptions of teacher beliefs, Becker’s (2000) principles of teacher-centred pedagogy and Savery and Duffy’s (1995) principles of constructivist instruction. The results suggest that teacher educators hold the perspective that the affordances of the BbCMS can enhance teaching and learning when used with face-to-face classroom sessions. The affordances most used were accessibility, followed by communication and collaboration and diversity. The study also found that many teacher educators with espoused constructivist beliefs did not integrate the BbCMS in ways that were consistent with their beliefs. Additionally, teacher educators experienced several challenges which may have prevented them from integrating the BbCMS in ways consistent with their espoused constructivist beliefs. These challenges included: administrative, teacher and technical issues. My recommendations include a comprehensive professional development programme which provides training in both the technical aspects of the BbCMS and also how to use the affordances of the BbCMS to create a constructivist learning environment. I also recommend that a dedicated support desk be establish to provide assistance to teacher educators in resolving pedagogical issues that they may encounter while attempting to integrate the affordances of the BbCMS into their courses.

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Nickles, George McLeland. "Work Action Analysis to Structure Planning and Formative Evaluation of an Engineering Course Using a Course Management System." Diss., Georgia Institute of Technology, 2004. http://hdl.handle.net/1853/4795.

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Cognitive engineering, by identifying behavior-shaping constraints, provides methods for design and evaluation of complex socio-technical systems. However, traditional methods examine only one type of constraint, either cognitive or environmental. In learning service systems such as education, both cognitive and environmental constraints must be examined together. Improved methods of planning and formative evaluation are needed for engineering education and other learning service systems. Therefore, this dissertation develops a new cognitive engineering method, Work Action Analysis (WAA), that is able to capture cognitive and environmental constraints in a single model. The WAA model represents a learning service system on three dimensions: means-end decomposition, parts-whole decomposition, and roles of cognitive agents. WAA also provides methods for developing and using this model in planning and formative evaluation. The WAA method for planning evaluation explicitly represents the evaluators mental model of a learning service system and examines its alignment to guide its design. The WAA method for formative evaluation then takes the WAA model and interprets evaluation measures in the context of the model. As a demonstration, the methods for planning and formative evaluation are applied to a portion of an undergraduate engineering course. To provide measures for formative evaluation of a course, a centralized evaluation component that collects performance, perception, and process measures was added to an Internet-based course management system. The WAA methods provide insights to the design and operation of this learning service system, including recommendations that could be implemented during instruction. The theoretical implications of the WAA model of learning service systems, and further extensions of WAA, are also discussed.

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Alatawi, Mohammed Naif. "Examining the Impact of Learning Management Systems in Computer Programming Courses." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/gscis_etd/1084.

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The development of software and communication technologies in education has led the majority of universities worldwide to integrate the functions of Learning Management Systems (LMSs) into their learning environments. LMSs offers several features that encourage their use by universities and other educational institutions, such as unlimited access to course content, easy tracking of learners’ progress and performance, and reduced costs in terms of both money and time. Most existing LMS studies have been focused on experienced LMS users who are familiar with its functions, with little consideration given to new users. Furthermore, although previous researchers have identified various means of enhancing the effectiveness of LMS use, no consensus has yet been reached on which of these features most successfully improve the learning outcomes of new learners enrolled in programming courses. The purpose of this study, therefore, was to examine the usability of particular LMS features and their impact on learning outcomes for freshman students enrolled in programming courses. Through the Virtual Programming Lab (VPL) and discussion forums, particular LMS features have been considered. For this study, a quantitative quasi-experimental design was employed, including experimental and control groups of new students enrolled in an introductory programming course that involved different LMS features. These features have been considered in the place of treatment in this experiment, in which the level of difference between participants in the two groups was compared. This study involved two main dependent variables: LMS features’ usability and learning achievement. For the first dependent variable, LMS usability, the participants completed a survey, based on the components of Shackel’s usability model (1991), to evaluate the effectiveness of the LMS features’ usability. Four constructs underpin this model: effectiveness, learnability, flexibility, a¬¬nd attitude. For the second dependent variable, learning achievement, the final grade was used to measure the impact of these two LMS features on learning achievement between the two groups. The results revealed significance differences related to LMS features’ usability and learning achievement between the experimental group and the control group. Participants in the experimental group reported greater LMS usability than did those in the control group, and overall course scores indicated improved learning performance in members of the experimental group who applied the VPL and discussion forms features of programming courses.

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Adebonojo, Leslie. "A Way to Reach All of Your Students: The Course Management System." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/378.

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Due to a shortage of librarians to teach classes coupled with a growing student body, librarians at East Tennessee State University (ETSU) decided to explore alternative means to deliver instruction. Their charge was to supplement traditional classroom instruction by utilizing ETSU's course management system (Desire2Learn, D2L) to inform students about resources and search techniques. They created a D2L module consisting of short films and documents about the library that faculty could add to their course sites. This paper outlines the process of selecting topics, creating materials for the module, and promoting the module to faculty.

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Ok, Chang-Ho. "Amendments and construction systems for improving the performance of sand-based putting greens /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3091950.

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Zhang, Qiang. "University course registration and management system : a distributed application using Microsoft distributed component object model." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0016/MQ43671.pdf.

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Gosman, Mary E. "Development, Implementation and Evaluation of a Generic Course Management System (CMS) Tutorial for College Faculty." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/542.

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Online learning is becoming a fact of life in higher education. Seeing the additional student markets, higher education administrations pressure faculty to develop online courses and convert current courses to this medium. The creation of online courses comes at a considerable price in terms of time, effort, and resources. Many faculty, new to online teaching, are overwhelmed with the demands of preparing and training for their online courses. They must acquire a different set of skills than are needed in a traditional classroom and learn how to use a course management system (CMS). CMSs enable educators to distribute and publish courses on the Web. Each product differs in the steepness of the learning curve, suitability for achieving various instructional goals, and capability to integrate text, multimedia, discussion, and email. However, all products have similar features such as threaded discussions, course information, lecture notes, external links, grading, digital drop box, and online chat. As the number of online courses increases, the number of CMSs, such as Blackboard, WebCT, and Educator, also increases. Higher education institutions often change CMS providers as various providers merge and new providers offer new products. Cost considerations also motivate changes. It is a challenge for institutions to determine which program to use. An institution makes a decision to choose a CMS, only to discover it needs to make the same decision again the next year. Training faculty new to online teaching and supporting existing online faculty to maximize the benefits of these changing tools are ongoing challenges for many institutions. Time constraints on the part of trainers and instructors limit the options for scheduling training sessions and the reluctance of most faculty to move ahead with online teaching impedes most training endeavors. Appropriate training and support will ensure that the instructor can effectively teach and facilitate the online course and not feel overwhelmed or intimidated by the technology. However, new training programs are needed each time an institution changes its CMS. This study developed, implemented, and evaluated a generic tutorial to support faculty as they learn to teach online using any CMS.

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Vsindilok, Natacha. "A comparison of the case flow management and case tracking systems of the Central Adminstrative Court of Thailand with those of the Federal Court of Australia, with reference to practice in the USA." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060509.100729/index.html.

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Sanprasert, Navaporn. "The application of a course management system to enhance autonomy in learning English as a foreign language." Thesis, University of Newcastle Upon Tyne, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.493074.

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The present study investigates the extent to which learner autonomy can be fostered in a blended learning situation involving the integration of a course management system into a traditional face-to-face English class. The purpose of this study was to identify whether there is evidence that such an intervention brings about changes in the students' perception and practice in relation to their autonomous learning.

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Keesee, Gayla Spooner. "Perceived attributes and organizational support influencing course management system adopter status in Historically Black Colleges and Universities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/820.

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The rapid growth of online learning fueled by technologies including course management systems (CMS) has transformed the traditional educational landscape. Little research shows why faculty members at Historically Black Colleges and Universities (HBCUs) have been slow to adopt this new teaching paradigm. This quantitative, nonexperimental study utilized Rogers's diffusion of innovation theory as the theoretical base. Research questions explored faculty perceptions of the CMS's attributes (relative advantage, compatibility, complexity, trialability, observability) and organizational support (policies, procedures, and norms) in order to predict adopter status. The study used a convenience sample of 137 full-time faculty from 3 public and 2 private HBCUs in the southeastern U.S. Survey data were analyzed using descriptive statistics and logistic regression. The findings provided evidence that faculty in different adopter categories have varying characteristics and needs related to adoption and use of the CMS. Predictors for innovators were compatibility and complexity; for early adopters, relative advantage, complexity, and observability; and for early majority adopters, the predictor was complexity. For late majority adopters, compatibility, complexity, trialability, and observability were predictors; and predictive attributes for laggards were relative advantage, compatibility, complexity, and organizational support. Several individual factors were significant for each adopter category. The findings may be used to promote positive social change by providing a means for administrators and faculty development staff to predict adopter levels in order to develop initiatives that address differences in adopter needs, thereby facilitating adoption of the CMS and online learning.

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Amy, Ryan A. "Online Course Management System for WIC Nutrition Education and Study of Its Effectiveness in Behavioral and Attitude Changes." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/3962.

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Social media has been used in a variety of contexts to connect people of varying backgrounds and as a method of teaching. This thesis collaborated with the Utah County Women, Infants, and Children (WIC) department to develop an online course management system that facilitated research to evaluate the effectiveness of social media on nutrition behavior and attitude changes among WIC clients. We created a toddler themed Facebook page in conjunction with the online nutrition classes and provided the opportunity for clients to use them. Previous social media research used individuals that had agreed to participate in the social media experiment whereas this research let them choose whether or not to participate. The Facebook intervention proved ineffective. In response, we developed surveys to gather the criteria and strategies from WIC clients and existing WIC themed Facebook pages that could be used for a best-case social media intervention.

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Adebonojo, Leslie, Kathy Campbell, and Lisa Neckel. "Use the Tools: How Two Libraries Used their Course Management System to Provide Point-of-Need Service to Students." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/374.

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Andersson, Daniel, Stina Hellberg, and Mattias Karlander. "Läraren och lärplattformen : När tradition utmanas av IT." Thesis, Högskolan i Borås, Institutionen för Pedagogik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-20196.

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BakgrundMånga gymnasieskolor i Sverige har infört eller är på väg att införa en lärplattform. Det finns dock sällan några riktlinjer till vad man ska använda lärplattformen. Läraren får friheten att använda plattformen till de ändamål som passar denna. Hur läraren ser på sitt uppdrag blir alltså väsentligt för hur lärplattformen används. Vi har därför valt att undersöka hur lärare ser på de nya möjligheter som lärplattformen ger.SyfteUndersökningen har haft som syfte att åskådliggöra hur lärarens yrkesidentitet utmanas av lärplattformen.• Hur ställer sig lärarna till lärplattformens obundenhet i tid och rum?• Hur ställer sig lärarna till att de inte längre är dominerande kunskapsförmedlare iskolan?MetodVi har genomfört kvalitativa intervjuer på två gymnasieskolor i Västra Sverige. Totalt har vi pratat med sex lärare i ca 45 minuter vardera. Det insamlade resultatet har vi analyserat utifrån Gunnar Bergs teori om skolans uppdrag och skolors uppgifter.ResultatVi har funnit att lärarna ser att vissa av deras yrkesuppdrag skulle påverkas av ett ökat användande av en lärplattform. Dessa tre uppdrag benämner vi som det ämnesförmedlande uppdraget, det socialiserande uppdraget och det kvalitetssäkrande och bedömande uppdraget.Vidare har vi funnit att lärarna inte vill använda lärplattformen för att ändra deras verksamhet utan enbart för att stödja de uppgifter de redan har.

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Lee, Ji Eun. "Examining the Effects of Discussion Strategies and Learner Interactions on Performance in Online Introductory Mathematics Courses: An Application of Learning Analytics." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7583.

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This dissertation study explored: 1) instructors’ use of discussion strategies that enhance meaningful learner interactions in online discussions and student performance, and 2) learners’ interaction patterns in online discussions that lead to better student performance in online introductory mathematics courses. In particular, the study applied a set of data mining techniques to a large-scale dataset automatically collected by the Canvas Learning Management System (LMS) for five consecutive years at a public university in the U.S., which included 2,869 students enrolled in 72 courses. First, the study found that the courses that posted more open-ended prompts, evaluated students’ discussion messages posted by students, used focused discussion settings (i.e., allowing a single response and replies to that response), and provided more elaborated feedback had higher students final grades than those which did not. Second, the results showed the instructors’ use of discussion strategies (discussion structures) influenced the quantity (volume of discussion), the breadth (distribution of participation throughout the discussion), and the quality of learner interactions (levels of knowledge construction) in online discussions. Lastly, the results also revealed that the students’ messages related to allocentric elaboration (i.e., taking other peers’ contributions in argumentive or evaluative ways) and application (i.e., application of new knowledge) showed the highest predictive value for their course performance. The findings from this study suggest that it is important to provide opportunities for learners to freely discuss course content, rather than creating a discussion task related to producing a correct answer, in introductory mathematics courses. Other findings reported in the study can also serve as guidance for instructors or instructional designers on how to design better online mathematics courses.

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Delparte, Donna Michele. "Applying geographic information systems, GIS, to protected areas management in the Milk River Natural Area and the Kennedy Coulee Ecological Reserve, Alberta, Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20823.pdf.

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Zhang, Aixiu (Monica). "Transactional Distance in Web-based College Learning Environments: Toward Measurement and Theory Construction." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd_retro/94.

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Michael Moore's theory of transactional distance, developed in the age of correspondence schools, contributed greatly to theory building in distance education. The theory needs revision, however, when applied to web-based learning environments, specifically by defining transactional distance to include students' relationships with other elements in the learning environment that prohibit their active engagement with learning. The new theoretical model of transactional distance has four dimensions: transactional distance between student and student (TDSS), transactional distance between student and teacher (TDST), transactional distance between student and content (TDSC), and transactional distance between student and interface: online course management system (TDSI). A preliminary item pool of more than 200 items to measure the constructs of TD, TDST, TDSS, TDSC, and TDSI was generated and sent to a panel of experts for review. Items that the reviewers considered weak or very weak in terms of relevance to the constructs and/or clarity and conciseness were eliminated. After a pilot test and further revisions, the proposed scale of transactional distance was administered to a sample of 100 college students. Confirmatory factor analyses and exploratory analyses indicated that the measurement models, especially after modifications, possessed good fit for the data, and the modified scales possessed factorial validity. Reliability analyses indicated that the scales possessed strong internal consistency, with Cronbach alpha coefficients ranging from 0.8169 to 0.9530. Structural equation modeling procedures tested for the causal relationship between the four dimensions and students' general sense of transactional distance in web-based courses. Results indicate that the proposed model of transactional distance is acceptable. The strongest factor that affected students' sense of transactional distance and engagement with learning was found to be transactional distance between student and students (TDSS), followed by transactional distance between student and teacher (TDST), and then by transactional distance between student and content (TDSC). The findings have implications for the development of a revised theory of transactional distance in online education, and provide strong support for constructivist learning theories and social learning theories, reinforcing the importance of establishing learning communities in online learning environments.

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Chen, Sheng-Bo. "Examining the Effect of Self-Regulated Learning on Cognitive Engagement in Mastery-Based Online Courses: A Learning Analytics Perspective." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1577788376743384.

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Eldridge, Brent A. "EXPLORING FACULTY ADOPTION AND UTILIZATION OF BLACKBOARD AT A COMMUNITY COLLEGE IN THE KENTUCKY COMMUNITY AND TECHNICAL COLLEGE SYSTEM." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/24.

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The study explored the faculty adoption and use of a Blackboard at a community college in the Kentucky Community and Technical College System. A cross-sectional survey design was constructed through the lens of Rogers’s Perceived Attributes of Innovations and Chickering and Ehrman’s Implementing Seven Principles: Technology as a Lever to investigate perceptions and opinions on faculty members’ use of Blackboard in their courses. The survey was piloted, modified and deployed to a population of 932 central Kentucky community college faculty who were recruited to participate in the online survey. Descriptive demographic items (gender, age, highest degree attained, years of teaching experience, employment status, and category of instruction) were cross-tabulated with users and nonusers of Blackboard. An additional cross-tabulation was performed on faculty who did and did not teach online. A Rasch analysis with Differential Item Functioning (DIF) was used to evaluate responses to the perceived attributes and opinions about the use of Blackboard. The Rasch model was employed since the model assumes that each person is characterized by ability, that each item of the survey is characterized by difficulty and that the results of differences in the probabilities of items and responses follow along a line. Misfit of items and faculty did occur and quality control measures were applied to the collected data. A Z-Residual table for the dichotomous items was applied to remove responses that were extreme or greater than 2 ZSTD. An Outfit plot for polytomous items was utilized to remove faculty responses above 3 ZSTD. Some items were determined to be redundant according to the Wright maps and Infit/Outfit tables. The results indicated 2 or 3 levels of discrimination in person reliability and an item separation that allowed an analysis of groups. Rogers’s perceived characteristics that persuade people to adopt a new innovation were indicated as differences between users and nonusers of Blackboard. In contrast to a previous study, those faculty who responded to the survey with 0-1 years of teaching experience had the greatest ratio of nonusers to users. Those respondents who associated their teaching to categories of pre-college and language had more nonusers than users of Blackboard. An overall theme where nonusers agreed more than users was the lack of seeing Blackboard, observing how to use Blackboard and not being able to properly try Blackboard. But users should also be encouraged to expand their use of Blackboard. The majority of users employed: syllabus, announcements, full grade center, course copy, and test and survey pool, but less than half who responded as users employed: discussion board, course calendar, and performance dashboard which may lead to increased communication between the faculty and students. The information obtained from the survey should be utilized when developing professional development activities to encourage Blackboard adoption and use. By studying the adoption and utilization of Blackboard by faculty through the lens of Rogers, the study highlighted differences in the characteristics that persuade faculty to use Blackboard. Through consistent utilization of course management systems, such as Blackboard, the hope is that communication between students and faculty will be enhanced which will ultimately help students to grow, develop and learn.

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Dissertations / Theses on the topic 'Course management systems'

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