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Journal articles on the topic 'Course management systems'

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Published: 4 June 2021

Last updated: 7 February 2022

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1

Lang, Teresa, and Dianne Hall. "Course Management Systems." International Journal of Web-Based Learning and Teaching Technologies 2, no. 2 (April 2007): 1–20. http://dx.doi.org/10.4018/jwltt.2007040101.

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2

Keengwe, Jared, and Joachim Jack Agamba. "Course Management Systems Integration into Course Instruction." International Journal of Information and Communication Technology Education 8, no. 2 (April 2012): 72–80. http://dx.doi.org/10.4018/jicte.2012040106.

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The emergence of e-learning tools such as Course Management Systems (CMS) offer instructors a practical means to transition from face-to-face to blended delivery modalities that could better serve the needs of digital learners. However, instructors fail to take advantage of such existing modern classroom technologies to provide better learning experiences for their learners. Part of this is due to the lack of a system to determine the underuse of technological tools in a CMS. This project focused on examining the degree of Moodle technology integration into course instruction to support effective student teaching and learning by three instructors. This article stimulates reflections on pedagogical experiences with regard to course content material and instructor practices. The study illustrates that instructors and learners can believe technology is being used well in a CMS course site when the opposite is true.

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DiPaolo, Osvaldo. "Review of Course Management Systems." Hispania 91, no. 2 (May 1, 2008): 412. http://dx.doi.org/10.2307/20063725.

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Jebari, Khalid, Faouzi Boussedra, and Aziz Ettouhami. "Teaching ''Information Systems Management'' with Moodle." International Journal of Emerging Technologies in Learning (iJET) 12, no. 04 (April 28, 2017): 4. http://dx.doi.org/10.3991/ijet.v12i04.6183.

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This paper describes an overview of the ”information systems management” course implemented in Moodle platform. The course is prepared for FPJ faculty students by respecting the competency learning principle. To design the learner path, this work used the fuzzy c-means clustering (FCM) for finding the learners profiles. The goal is to construct a personal course depending on the competency for each students in the same platform. The student’s response to this work has been very positive and encourages to generalize this work for other courses.

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Adlakha, V. G., and A. K. Aggarwal. "Minimal Functionalities of Course Management Systems." International Journal of Web-Based Learning and Teaching Technologies 4, no. 2 (April 2009): 26–42. http://dx.doi.org/10.4018/jwltt.2009040102.

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Wink, Diane M. "Optimizing Use of Course Management Systems." Nurse Educator 36, no. 1 (January 2011): 4–6. http://dx.doi.org/10.1097/nne.0b013e3182001ec7.

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Barron, Ann E. "Course management systems and online teaching." Journal of Computing in Higher Education 15, no. 1 (September 2003): 128–42. http://dx.doi.org/10.1007/bf02940856.

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Daniels, Paul. "Linking media servers & course management systems." JALT CALL Journal 4, no. 3 (December 31, 2008): 54–60. http://dx.doi.org/10.29140/jaltcall.v4n3.69.

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9

Colombi, Erika, and Suzanne Knosp. "Teaching Dance with Online Course Management Systems." Journal of Dance Education 17, no. 2 (April 3, 2017): 73–76. http://dx.doi.org/10.1080/15290824.2016.1228108.

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van Dyk, Liezl, and Pieter Conradie. "Creating business intelligence from course management systems." Campus-Wide Information Systems 24, no. 2 (April 3, 2007): 120–33. http://dx.doi.org/10.1108/10650740710742727.

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Robertson, David. "Expert systems lab course." Knowledge-Based Systems 3, no. 2 (June 1990): 122. http://dx.doi.org/10.1016/0950-7051(90)90008-6.

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Sharma, Richa, Hema Banati, and Punam Bedi. "Building Socially-Aware E-Learning Systems Through Knowledge Management." International Journal of Knowledge Management 8, no. 3 (July 2012): 1–26. http://dx.doi.org/10.4018/jkm.2012070101.

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Conformance to social context while designing an e-learning course is crucial in enhancing acceptability of the course. Building socially aware e-learning courses requires elicitation of social opinion from various stakeholders associated with the system. Stakeholders are disparate in their perception towards the intricacies of the system, leading to generation of numerous assorted ideas. Knowledge Management (KM) assimilates these ideas to bring congruency into the system. This paper proposes i) a model KMeLS (Knowledge Management in e-Learning Systems) built upon the SECI (Socialization, Externalization, Combination and Internalization) framework, and ii) an algorithm PARSeL (Prioritizing Alternatives using Recommendations of Stakeholders in e-Learning) to incorporate KM into designing an e-learning course. PARSeL prioritizes the content using stakeholder recommendations using Analytic Hierarchy Process (AHP) and fuzzy modeling. A case study is also presented with a goal of prioritizing a set of programming languages for an online computing course. The proposed methodology can be promising in recommending appropriate content for the e-learners and can be implemented to benefit e-learning organizations in a wider spectrum.

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Regan, Alison E., and Sheldon Walcher. "Environmentalist Approaches to Portals and Course Management Systems." Journal of Library Administration 43, no. 1-2 (August 11, 2005): 173–88. http://dx.doi.org/10.1300/j111v43n01_11.

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Piña, Anthony A. "Course Management Systems: Overview and Implications for Libraries." Library Hi Tech News 24, no. 5 (June 12, 2007): 7–9. http://dx.doi.org/10.1108/07419050710780335.

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15

"Paul" Zhang, Xihui, Ming Wang, M. Shane Banks, Qiunan Zhang, and Colin G. Onita. "Design and Delivery of an Online Information Systems Management Course for MBA Programs." Journal of Information Technology Education: Innovations in Practice 19 (2020): 047–74. http://dx.doi.org/10.28945/4600.

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Aim/Purpose: In this paper, we present our experience in design and delivery of a graduate Information Systems Management (ISM) course in an online MBA program. Also presented are a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Background: This graduate ISM course needs to not only cover a broad range of dynamic technology and business topics, but also strike a balance between the width and depth of the content. Effective course design and delivery are critical to improved teaching and learning, especially when the course is delivered online. Methodology: We provided a comprehensive review of the related literature to develop guidelines for the design and delivery of our ISM course; we collected survey data to evaluate the students’ backgrounds and their perceptions of the course; we used data analysis and content analysis methods to assess the course evaluation results. Contribution: A review of the related literature indicates that IS researchers and educators have not adequately studied online graduate education. Given the importance of the graduate ISM course in most MBA programs, and the lack of attention from the IS community, it is critical to address this gap in the research. We believe we have done so with this paper. Findings: The paper’s major findings are embedded in a detailed examination of the design and delivery of the online course, survey results of students’ perceptions and backgrounds, course evaluation results, best practices and lessons learned, and potential changes and future actions. Recommendations for Practitioners: Even though our experience may not be fully applicable to other institutions, we hope our IS colleagues can learn from the design and delivery of this online course, as well as our best practices and lessons learned to improve the teaching and learning effectiveness in IS online graduate education, in general. Furthermore, we provide instructors with an actionable framework onto which they can map their current course offering, and compare their current pedagogical offering to literature driven best practices for ISM courses, in particular. Recommendation for Researchers: It is our hope that the design and delivery of this online course, and our best practices and lessons learned can inspire our IS colleagues to search for innovative ways to improve the teaching and learning effectiveness in IS online graduate education. In addition, we distill a literature driven framework for ISM courses design and delivery that can help researchers frame their pedagogical research questions. Impact on Society: The online course in this study prepares students for more efficiently and effectively delivering IT systems in organizations. Many MBA students work for non-profits and other socially-focused organizations and are able to use the skills learned in the course for the betterment of society. Future Research: We will continue to monitor the impact of the changes on student learning effectiveness and attempt to identify additional innovative ways to improve the design and delivery of this online ISM course.

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Kimlicka, Sefan, and Jaroslav Susol. "Teaching the management of information systems development in Slovakia." Library Management 16, no. 8 (December 1, 1995): 6–10. http://dx.doi.org/10.1108/01435129510772355.

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Contends that information systems planning, development, maintenance and utilization in the area of libraries involve such complicated procedures and techniques that good results cannot be expected without their knowledgeable management. The situation in the libraries and information centres in Slovakia is similar to that in other countries, especially after the socio‐political changes in 1989 when a shift towards a more market‐oriented approach appeared. The education of information systems managers is carried out in the framework of a five‐year Master′s programme in library and information science at the department of library and information science in Bratislava. The principal methodological course for the area of information systems management is the “Theory of library and information systems”. Outlines the content of the course and reflects the principal problem areas. Mentions other courses and programme orientations connected with library management.

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Yuen, Allan, Robert Fox, Angie Sun, and Liping Deng. "Course management systems in higher education: understanding student experiences." Interactive Technology and Smart Education 6, no. 3 (August 20, 2009): 189–205. http://dx.doi.org/10.1108/17415650911005393.

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PurposeThe course management system (CMS), as an evolving tool and innovation, is increasingly used to promote the quality, efficiency and flexibility of teaching and learning in higher education. This paper aims to examine students' experiences of CMSs across faculties at a comprehensive university in Hong Kong.Design/methodology/approachThis is an exploratory study. With questionnaires as the means of data collection, the exploration focuses on: perceived usefulness of technologies for study, usage pattern of CMSs, students' perceptions of CMSs, user support preference, and self‐reported experiences.FindingsThe results show significant differences between academic levels of students in their uses and perceptions, and shed light on issues concerning technology, pedagogy, and implementation strategies of CMSs in higher education.Research limitations/implicationsThis is a small‐scale study and results will not produce generalizations that can be applied directly in other institutions. However, empirical studies in CMS implementation are relatively rare, and results of this study provide initial evidence to shed light on a number of issues concerning the implementation of CMSs.Practical implicationsOn the whole, this study centering on university students' experiences and perceptions could inform the decision‐making process concerning successful implementation of CMSs.Originality/valueMany studies concerning e‐learning have focused on practitioner perspective or course design and overlooked students' voices. In this study, students' experiences are central. In particular, the paper probes the possible differences between academic levels of students.

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Park, Ji Yong. "Course evaluation: reconfigurations for learning with learning management systems." Higher Education Research & Development 33, no. 5 (March 14, 2014): 992–1006. http://dx.doi.org/10.1080/07294360.2014.890564.

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Blevins, Amy E., and Megan B. Inman. "Integrating Health Sciences Library Resources Into Course Management Systems." Medical Reference Services Quarterly 33, no. 4 (October 2, 2014): 357–66. http://dx.doi.org/10.1080/02763869.2014.957071.

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20

Oliver, Kevin. "Recommendations for student tools in online course management systems." Journal of Computing in Higher Education 13, no. 1 (September 2001): 47–70. http://dx.doi.org/10.1007/bf02940944.

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Wright, M. Keith. "A Design Theory for Vigilant Online Learning Systems." International Journal of Information Systems in the Service Sector 8, no. 1 (January 2016): 13–33. http://dx.doi.org/10.4018/ijisss.2016010102.

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There is now a preponderance of evidence suggesting that the types of online course management software (OCMS) used in purely online undergraduate college courses, do not meet the needs of younger immature students. These students often lack the learning skills necessary to succeed in such courses, nor do the popular OCMS include the vigilance mechanisms to guide such students to successful course completion in the absence of face-to-face human instruction. This paper explores the literature relevant to design theory, learning theory, decision support, and vigilance, to extend information systems design theory to a design theory of vigilant online learning systems. It is hoped that this research note will help guide software developers and academics studying how to design future online learning systems for the immature student.

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Marks, Adam, Maytha AL-Ali, and Kees Rietsema. "Learning Management Systems: A Shift Toward Learning and Academic Analytics." International Journal of Emerging Technologies in Learning (iJET) 11, no. 04 (April 5, 2016): 77. http://dx.doi.org/10.3991/ijet.v11i04.5419.

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This paper presents the major findings from a study conducted with six different universities in the U.S. regarding their use of the learning analytics (LA) capabilities available within their learning management systems (LMS). Data was collected from an online survey instrument, in-depth interviews with IT directors and academic administrators, and a case study in Embry-Riddle Aeronautical University. One observation is that universities are attempting to make better use of new analytics functions and the data stored in the university LMS in order to make more informed decisions regarding short-term and long-term goals and objectives. The new functions include analytics performed at the institutional level, college level, degree-program level, course level, and even course section level. Courses and degree programs as well as learning performance and objectives can be measured and analyzed using different goals, criteria, and accreditation requirements.

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Morrow, M. Earnest, and Dabae Lee. "Implementing Individualized Learning in a Legacy Learning Management System." International Journal of Designs for Learning 10, no. 1 (July 10, 2019): 131–44. http://dx.doi.org/10.14434/ijdl.v10i1.22500.

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Educators are being encouraged to shift their instructional paradigm from teacher-centered to learner-centered through the use of technology. For online courses, legacy learning management products originally designed to sup-port and deliver teacher-centered instruction may represent a constraint to implementing the learner-centered paradigm. Yet, replacement of these systems presents a formidable hurdle to educators wishing to initiate learner-centered on-line courses. This hurdle could be lowered significantly by a transitional approach that allows learner-centered strategies to be delivered within the framework of existing learning management systems. This paper describes our efforts to prototype such a transitional approach for an online statistics course. Pedagogical and technological objectives were successfully achieved by combining the technologies of the Sharable Content Object Reference Model (SCORM), a legacy learning management system, and a stand-alone course authoring tool to deliver an example course demonstrating adaptive, competency-based student progress instruction that personalizes one’s learning path with topic-contingent assessment feedback.

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Tchouakeu, Louis-Marie Ngamassi, Michael K. Hills, Mohammad Hossein Jarrahi, and Honglu Du. "On-Line Course Registration Systems Usability." International Journal of Information Systems and Social Change 3, no. 4 (October 2012): 38–52. http://dx.doi.org/10.4018/jissc.2012100103.

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Electronic course registration systems allow students to select courses and giving student to access course offerings through these on-line systems as well as the ability to complete various administrative functions allows for better management of curriculum decisions in the context of academic objectives. The objective of these systems is to make this process more convenient and easier to achieve which has been met with varying levels of success. This study looks closely at one particular system, the e-Lion system at the Pennsylvania State University. Data was collected using semi-structured interviews and an online survey. The findings are discussed through the lens of the Delone and McLeane (D&M) information systems success model and are of interest to business practitioners fielding on-line systems in the areas of e-commerce and e-learning as well as many others, providing considerable insight into the importance of system usability.

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Escudero, H., and R. Fuentes. "Exchanging courses between different Intelligent Tutoring Systems: A generic course generation authoring tool." Knowledge-Based Systems 23, no. 8 (December 2010): 864–74. http://dx.doi.org/10.1016/j.knosys.2010.05.011.

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Ray, Julie A. "An Investigation of Online Course Management Systems in Higher Education." International Journal of Information and Communication Technology Education 5, no. 2 (April 2009): 46–59. http://dx.doi.org/10.4018/jicte.2009040105.

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Bowers, Helen F. "Designing quality course management systems that foster intra-professional education." Nurse Education Today 26, no. 8 (December 2006): 726–31. http://dx.doi.org/10.1016/j.nedt.2006.07.007.

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Bowers, Helen F. "Designing quality course management systems that foster intra-professional education." Nurse Education in Practice 6, no. 6 (December 2006): 418–23. http://dx.doi.org/10.1016/j.nepr.2006.07.003.

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Chou, Amy Y., and David C. Chou. "Course Management Systems and Blended Learning: An Innovative Learning Approach." Decision Sciences Journal of Innovative Education 9, no. 3 (September 2011): 463–84. http://dx.doi.org/10.1111/j.1540-4609.2011.00325.x.

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Oliver, Kevin, and John Moore. "Faculty recommendations for web tools: Implications for course management systems." Journal of Computing in Higher Education 19, no. 2 (March 2008): 3–24. http://dx.doi.org/10.1007/bf03033424.

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Malikowski, Steven R. "Factors relted to breadth of use in course management systems." Internet and Higher Education 11, no. 2 (January 2008): 81–86. http://dx.doi.org/10.1016/j.iheduc.2008.03.003.

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Miller, Louise. "An Internet-based Accounting Information Systems Project." American Journal of Business Education (AJBE) 5, no. 6 (October 30, 2012): 743–52. http://dx.doi.org/10.19030/ajbe.v5i6.7396.

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This paper describes a student project assignment used in an accounting information systems course. We are now truly immersed in the internet age, and while many required accounting information systems courses and textbooks introduce database design, accounting software development, cloud computing, and internet security, projects involving the actual integration of these topics with accounting concepts in a single comprehensive student project on the internet are uncommon. The project described gives students experience and knowledge of an internet-based accounting system using an online database. Although this project was used in an accounting information systems course, it could also be utilized in other courses such as introductory database management systems, advanced web design, financial technology systems, or introductory information technology. The project can be easily modified to align with the experience and sophistication of the students taking the course.

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Iqbal, Shakeel. "Learning Management Systems (LMS): Inside Matters." Information Management and Business Review 3, no. 4 (October 15, 2011): 206–16. http://dx.doi.org/10.22610/imbr.v3i4.935.

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By the end of last millennium, many universities and colleges started using internet to meet their distance learning needs. Different course management systems (CMS) were developed to meet the needs of online and hybrid courses. These CMS later on transformed into Learning Management Systems (LMS). Many educational institutions have already started using LMS and there are still many who are considering adopting one. The big question before the late adopters of this online learning technology is which LMS they should opt for? This study will be useful for those who are in the process of selecting an LMS as well as those who are in the business of designing one. A survey was conducted to get feedback from the faculty of higher education institutions to find out the major barriers in adoption of e-learning and to find out what kind of functionalities and teaching methodologies should be supported by LMSs. Results indicate lack of training, lack of incentives to use e-learning, lack of technical support and lack of time to develop e-courses are the major barriers in adoption of e-learning by the faculty members. As far as the desired functionalities in an LMS are concerned ability to create student groups for group activities, availability of discussion board, announcement board and online quizzes, file sharing/transfer functionality were the most sought functionalities. The most desired method of teaching that need to be supported by LMS had been group problem solving, discussion based strategies, problem based learning and simulation. The results of survey will be helpful for the adopter as well as designers of LMS.

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Wallenborn, Benjamin, Matthias Then, Minh Duc Hoang, Duc Binh Vu, Jana Becker, Michael Fuchs, Dominic Heutelbeck, and Matthias Hemmje. "Towards a Competence-Based Course Authoring Tool Supporting Learning Management Systems." International Journal of Emerging Technologies in Learning (iJET) 12, no. 10 (November 2, 2017): 127. http://dx.doi.org/10.3991/ijet.v12i10.7300.

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To establish a more comparable, compatible, and coherent system of higher education in Europe, the so-called Bologna Process (BP) has been adopted. As a measure to improve comparability, the BP requires that every study path, module, or course has to define a Learning Goal (LG) which is specified by the conveyed competences. Until now, the expectations towards the BP regarding comparability have not been fulfilled because competences are usually described in form of free text and not in standardized terms. The fact that since adoption of the BP more than 10.000 study programs have been created in Germany outlines a trend which demonstrates the need of improved solutions. Regarding comparability, so-called Competence Frameworks (CFs) with standardized, machine-readable competences are promising tools; therefore, they should be integrated into progressive software infrastructures concerned with creation, management, and execution of study paths, modules and courses. For this purpose, the so-called Qualifications Based Learning Model (QBLM) has been developed. In this paper, we introduce a general system architecture which is designed for realizing Competence-based Learning IT-infrastructures. Furthermore, the conceptual design and prototypical implementation of a Course Authoring Tool (CAT) is described which is based on the QBLM and the information-, content-, knowledge-, and learning management platform Knowledge Management Ecosystem Portal (KM-EP). The integration of the QBLM into Learning Management System (LMS) Moodle which is an underlying subsystem of the KM-EP platform is work in progress.

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Ammenwerth, Elske, Petra Knaup, Alfred Winter, Axel Bauer, Oliver Bott, Matthias Gietzelt, Birger Haarbrandt, et al. "On Teaching International Courses on Health Information Systems." Methods of Information in Medicine 56, S 01 (2017): e39-e48. http://dx.doi.org/10.3414/me16-01-0124.

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SummaryBackground: Health information systems (HIS) are one of the most important areas for biomedical and health informatics. In order to professionally deal with HIS well-educated informaticians are needed. Because of these reasons, in 2001 an international course has been established: The Frank - van Swieten Lectures on Strategic Information Management of Health Information Systems.Objectives: Reporting about the Frank - van Swieten Lectures and about our students’ feedback on this course during the last 16 years. Summarizing our lessons learned and making recommendations for such international courses on HIS.Methods: The basic concept of the Frank -van Swieten lectures is to teach the theoretical background in local lectures, to organize practical exercises on modelling sub-information systems of the respective local HIS and finally to conduct Joint Three Days as an international meeting were the resulting models are introduced and compared.Results: During the last 16 years, the Universities of Amsterdam, Braunschweig, Heidelberg/Heilbronn, Leipzig as well as UMIT were involved in running this course. Overall, 517 students from these universities participated. Our students’ feedback was clearly positive. The Joint Three Days of the Frank - van Swieten Lectures, where at the end of the course all students can meet, turned out to be an important component of this course. Based on the last 16 years, we recommend common teaching materials, agreement on equivalent clinical areas for the exercises, support of group building of international student groups, motivation of using a collaboration platform, ensuring quality management of the course, addressing different levels of knowledge of the students, and ensuring sufficient funding for joint activities.Conclusions: Although associated with considerable additional efforts, we can clearly recommend establishing such international courses on HIS, such as the Frank -van Swieten Lectures.

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Zhao, De Cai, and Bo Yang Xie. "Research and Development of Online Course Systems." Applied Mechanics and Materials 333-335 (July 2013): 2179–82. http://dx.doi.org/10.4028/www.scientific.net/amm.333-335.2179.

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Based on the knowledge management theory, social constructivist theory, the theory ofteam learning, object-oriented programming methods, from the student's learning characteristicsand the technology platform and operating environment and etc., feasibility analysis and needsanalysis are carried out. System design and development are becoming into the design goals ofsocial, intelligence and humanity , the abstract factory design pattern to SQL Sever as a databaseservice system are chosen to be used a number of key technologies, combined with intelligent,high-performance, full-featured search technology, efficient, general purpose, open-to-useWeb-based course system are designed and developed.

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Kibble, Jonathan D., Jeffrey Kingsbury, Beatriz U. Ramirez, Whitney M. Schlegel, and Phillip Sokolove. "Effective use of course management systems to enhance student learning: Experimental Biology 2007." Advances in Physiology Education 31, no. 4 (December 2007): 377–79. http://dx.doi.org/10.1152/advan.00064.2007.

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Course management systems are software packages that support teaching and learning by providing web-based tools, services, and resources. Electronic course management can facilitate course organization, teaching delivery, communication, collaboration, and assessment. This article reports on a symposium on the use of course management systems, presented by the Teaching of Physiology Section of the American Physiological Society, at the Experimental Biology Meeting of 2007.

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Pan, Jian. "Design on College Sports Course Management System." Applied Mechanics and Materials 687-691 (November 2014): 2308–11. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2308.

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Sports Course management system is an important part of the sports discipline management, construction and improvement of management systems has important implications for guiding sports activities. In this paper, college sports course management system has been designed, first elaborated the technology is mainly used in the system design, then analyze the functional modules of the system, including: students elective course, sports scores, sports course, sports activities, sports facilities, student physique health standards, sports health, teacher-students communication, 8 management module. The system basically achieve the student's online information search, elective course, teacher fully grasp the student information, entry student achievement and school administrators to manage the course information release, the sports course information management and other functions.

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Kljajić, Miroljub, Andrej Škraba, and Mirjana Kljajić Borštnar. "Learning and Education Experience in System Dynamics of Management Students." International Journal of Decision Support System Technology 9, no. 2 (April 2017): 21–38. http://dx.doi.org/10.4018/ijdsst.2017040102.

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Article describes experiences in the teaching of a modelling and simulation course for students at Faculty of Organizational Sciences. The course consists of time-continuous simulation based on System Dynamics (SD) and discrete event simulation (DES). It is held in the 3rd year of studies, at which point students have taken courses in mathematics, statistics, theory of systems, as well as organizational and economic courses. The final grade for the course is derived from the student's project and written exam. Students took part in an experiment where they had to solve a managerial decision problem supported by a simulation model. Experimental results were then analysed and discussed in the students' projects. Students' contributions were part of their final grade. The results show that students, taking the course of Modelling and Simulation, thought that application of the simulation model contributes to a greater understanding of the problem, the faster finding of solutions, and enhanced confidence of the participants. The results are explained and discussed using a learning model.

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LUKASIK, STEPHEN J. "Systems, systems of systems, and the education of engineers." Artificial Intelligence for Engineering Design, Analysis and Manufacturing 12, no. 1 (January 1998): 55–60. http://dx.doi.org/10.1017/s0890060498121078.

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The thesis presented here is that the result of engineering is the design, construction, or operation of systems or their subsystems and components and that the teaching of systems must be central to engineering education. It is maintained that current undergraduate engineering curricula do not give the student adequate appreciation of this major intellectual element of their profession. Five proposals for approaches to correct this deficiency are offered: opportunities for clinical practice throughout all the undergraduate years; the use of distributed interactive simulation technology in semester-long projects; courses or course material on the phenomenology and behavior of systems; use of project management tools in engineering clinics; and encouraging engineering faculty to spend some part of their sabbaticals engaged in system design or operation. Issues of implementation are addressed, including the scaling of these ideas to universities that must meet the needs of large numbers of students.

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Hoque, Rakibul, Mahfuz Ashraf, Mohammad Afshar Ali, and Rashadul Hasan. "Understanding the Usability of Course Management Systems (CMS) in Developing Countries." International Journal of Information Communication Technologies and Human Development 7, no. 3 (July 2015): 27–35. http://dx.doi.org/10.4018/ijicthd.2015070103.

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Course Management System (CMS) is now probably the most used educational technologies in higher education, behind only the Internet and common office software. It can facilitate posting content, participating in discussions, maintaining a grade book, tracking participation and managing learning activities in an online environment for instructors and learners. But question arises to what extent these systems are successful in developing countries like Bangladesh. Unfortunately there are very few reports and publication that have tried to focus on above issues. In this study, an evaluation and analysis of CMS in developing countries like Bangladesh was carried out to assess the success of the system by using “ITPOSMO' model. The study found that CMS is partially failing in higher educational institutions in Bangladesh.

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Unal, Zafer, and Asli Unal. "Evaluating and Comparing the Usability of Web-based Course Management Systems." Journal of Information Technology Education: Research 10 (2011): 019–38. http://dx.doi.org/10.28945/1358.

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Mairn, Chad. "Enhancing Learning While Creating a Library Presence in Course Management Systems." Journal of Web Librarianship 4, no. 1 (March 4, 2010): 55–61. http://dx.doi.org/10.1080/19322900903565200.

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Meiselwitz, Gabriele, and Jonathan Lazar. "Development of Usability Heuristics for Content Creation in Course Management Systems." International Journal of Knowledge, Culture, and Change Management: Annual Review 4, no. 1 (2005): 0. http://dx.doi.org/10.18848/1447-9524/cgp/v04/59044.

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Romero, Cristóbal, Sebastián Ventura, and Enrique García. "Data mining in course management systems: Moodle case study and tutorial." Computers & Education 51, no. 1 (August 2008): 368–84. http://dx.doi.org/10.1016/j.compedu.2007.05.016.

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Weber, Alan. "Students’ response to English language course management systems: a case study." Learning and Teaching in Higher Education: Gulf Perspectives 8, no. 1 (June 1, 2011): 29–40. http://dx.doi.org/10.18538/lthe.v8.n1.31.

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Karam, Marcel, Hanna Fares, and Salah Al-Majeed. "Quality Assurance Framework for the Design and Delivery of Virtual, Real-Time Courses." Information 12, no. 2 (February 23, 2021): 93. http://dx.doi.org/10.3390/info12020093.

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Designing and delivering outcome-based courses that emphasize learner-centric educational discourse and active learning is challenging, especially in online learning environments. Ensuring quality in the design and delivery of such courses in the virtual space requires a well-defined framework with key constituents that interact based on ordered sequences of events. Despite the pressing need for a quality assurance system for today’s virtual, real-time courses, such a system has not been systematically designed. A coherent quality assurance system requires a clear framework that defines the interacting constituents. This work proposes a conceptual and generic “Quality Assurance” (QA) framework, based on experiences primarily in Science, Technology, Engineering, and Mathematics (STEM) fields, for the effective design and delivery of outcome-based virtual, real-time courses that incorporate active learning practices. This Quality Assurance framework may be adjusted to serve as a blueprint that, once adjusted by institutions to accommodate their missions, guides institutions in developing or amending their policies and procedures for the design and delivery of virtual, real-time courses; in addition, such a framework is important for institutions to develop Quality Assurance systems that integrate mechanisms for continuous improvement. The proposed quality assurance framework includes three constituents: a “Teaching and Learning Support” (TLS) that trains educators on pedagogical approaches and the capabilities of the institution’s Learning Management System (LMS); an “Information and Communication Technology Support” (ICTS) that assists educators with the technologies and tools available in the learning management system; and a “Course Management System” (CMS) that encapsulates course design, delivery, and assessment; this study focuses primarily on this “Course Management System” constituent.

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Rose, Jacob M., Anna M. Rose, and Carolyn Strand Norman. "A Service-Learning Course in Accounting Information Systems." Journal of Information Systems 19, no. 2 (September 1, 2005): 145–72. http://dx.doi.org/10.2308/jis.2005.19.2.145.

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This study reports the results of a quasi-experiment involving 90 master of accounting students. The students participated in one of three course types: full-immersion service learning with a supporting textbook, full-immersion service learning without a supporting textbook, or nonservice learning using case-based projects with deliverables identical to those in the service-learning courses. Results indicate that full-immersion service learning increased student satisfaction, student perceptions of ability, self-confidence in chosen careers, desire to study accounting information systems, and performance on complex data modeling tasks. The only performance decrement noted was in performance on a topic that was loosely related to the service-learning project. These results should be of interest to faculty and administrators who might be contemplating the value of integrating service learning in the accounting curriculum.

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Skrinarova, Jarmila, and Adam Dudas. "A methodology for the professional training of the management and evaluation of HPC systems." Open Computer Science 8, no. 1 (July 1, 2018): 68–79. http://dx.doi.org/10.1515/comp-2018-0008.

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Abstract The paper is motivated by critical demand for experts and scientists working in areas of mathematical modeling, simulations, big data techniques and who are familiar with management of HPC systems from user and administrator point of view. We created a new course entitled “HPC system management”. Our goal is focused on students to provide them with knowledge and understanding of complex problem of the HPC system management concerning job scheduling. Important fact is that the job scheduling problem is an NP-complete problem. Next objective of our course is to educate skilled experts, who are able to design and implement programs, scripts and models doing job management to solve specific parts of this complex problem. The course is innovative from several points of view. Our new approach lies in specific content, which is oriented to the HPC system management in contrast to existing courses, which are usually focused on development of HPC applications. Also we developed and provide new education methodology in a form of scientific project, which decomposes the complex problem into subproblems and subsequently brings together solutions to the subproblems to form united model. New education methodology is focused on generation of (pseudo-) optimal jobs schedule using data from real systems. The huge volume of used data leads to ideas and methodologies of problem solving, which are suitable for problems not solvable in polynomial time. Educational methodology also contains implementation of a job scheduling simulator. The paper presents a pilot course, in which students explore various scheduling algorithms and research their properties with the use of data gained from NorduGrid

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Lois, Petros, Efthalia Tabouratzi, and Georgios Makrygiannakis. "Accounting Information Systems course: perceptions of accounting and non-accounting students." EuroMed Journal of Business 12, no. 3 (September 4, 2017): 258–68. http://dx.doi.org/10.1108/emjb-11-2016-0032.

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Purpose The purpose of this paper is to explore how the delivery of an accounting information system (AIS) course affects the perceptions of accounting and non-accounting students, and whether these differences are important enough to suggest the separate the delivery of this course. Design/methodology/approach A questionnaire was distributed during the last teaching weeks of the AIS course in a Cypriot University. A comparative analysis between the two study groups, i.e. accounting and non-accounting students, followed. Findings The findings suggest that the successful delivery of the course reinforces the positive perceptions of the accounting group, and increases the interests and the positive perceptions of the non-accountants. Originality/value Following the development of the enterprise resource planning and the hybridization of the accountants’ role, non-accountants are increasingly engaged in practices traditionally performed by financial or management accountants. That market development may motivate business schools to offer AIS courses to non-accounting students. This study addresses this unexplored topic.

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