Effective use of course management systems to enhance student learning: Experimental Biology 2007

2007 ◽  
Vol 31 (4) ◽  
pp. 377-379 ◽  
Author(s):  
Jonathan D. Kibble ◽  
Jeffrey Kingsbury ◽  
Beatriz U. Ramirez ◽  
Whitney M. Schlegel ◽  
Phillip Sokolove
Keyword(s):  
Teaching And Learning ◽  
Experimental Biology ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Web Based ◽  
Software Packages ◽  
Effective Use ◽  
Physiology Section ◽  
Enhance Student Learning

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.

Frameworks for CMS Design and Evaluation

2011 ◽  
pp. 69-89
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Frameworks for CMS Design and Evalution

2011 ◽  
pp. 1281-1291
Author(s):  
Marwin Britto
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Conceptual Frameworks ◽  
Web Based ◽  
Evaluation Instruments ◽  
The Web

In recent years, institutions of higher education have been migrating to the Web for instruction in record numbers. While Web-based course management systems (CMS) offer many exciting possibilities for instructors and students, their efficacy in terms of teaching and learning has not been thoroughly evaluated. This chapter explores the inherent capabilities and limitations of five models of conceptual frameworks for the design of CMS. The chapter concludes with a discussion of CMS evaluation instruments, advice for instructors transitioning to CMS, and a call for more research in this growing area.

Future Directions of Course Management Systems

2011 ◽  
pp. 307-330
Author(s):  
David Mills
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Data Exchange ◽  
Evolutionary Process ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Future Directions ◽  
The Core ◽  
Core Mission

Course management systems will unquestionably become one of the most critical enterprise systems in higher education. This is because these systems are more closely aligned with the core mission of teaching and learning than any others. Although these systems have already undergone extraordinary transformation in just a few short years, we are at only the very beginning of the evolutionary process. It is critical that CMS vendors look to the students, educators, and administrators that interact with these systems to identify what new tools and features they need. Consequently, the next stage of innovation in course management systems should therefore focus more on features specifically related to promoting better and more efficient processes for teaching and learning online. More flexible administration options should make these systems easier to maintain. Emerging standards will continue to simplify communications and data exchange with other systems. Finally, the infusion of sound principles of instructional design and learning theory into the tools themselves promises to transform today’s course management systems into tomorrow’s expert systems for teaching and learning.

Course Management Systems Integration into Course Instruction

2012 ◽  
Vol 8 (2) ◽  
pp. 72-80
Author(s):  
Jared Keengwe ◽  
Joachim Jack Agamba
Keyword(s):  
Student Teaching ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Learning Tools ◽  
Course Content ◽  
Face To Face ◽  
Digital Learners ◽  
E Learning

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.

Insidious pedagogy: How course management systems affect teaching

First Monday ◽  
2009 ◽  
Author(s):  
Lisa M. Lane
Keyword(s):  
Management Systems ◽  
Course Management Systems ◽  
College Instructors ◽  
Course Management ◽  
Web Based ◽  
Novice Faculty ◽  
Administrative Tasks ◽  
Basic Level ◽  
The Web ◽  
The Way

Course management systems, like any other technology, have an inherent purpose implied in their design, and therefore a built-in pedagogy. Although these pedagogies are based on instructivist principles, today's large CMSs have many features suitable for applying more constructivist pedagogies. Yet few faculty use these features, or even adapt their CMS very much, despite the several customization options. This is because most college instructors do not work or play much on the Web, and thus utilize Web-based systems primarily at their basic level. The defaults of the CMS therefore tend to determine the way Web-novice faculty teach online, encouraging methods based on posting of material and engendering usage that focuses on administrative tasks. A solution to this underutilization of the CMS is to focus on pedagogy for Web-novice faculty and allow a choice of CMS.

Learner Engagement and Success in CMS Environments

2011 ◽  
pp. 107-113 ◽  
Author(s):  
Bob Bender
Keyword(s):  
Student Learning ◽  
Teaching And Learning ◽  
Management Systems ◽  
Course Management Systems ◽  
Student Writing ◽  
Course Management ◽  
Learner Engagement ◽  
Use Of Technology

This chapter is a case study in the use of course management systems (CMS) in teaching and learning.  A narrative from a faculty perspective, this study discusses how technology can be used effectively to shift the burden from teaching to student learning by paying attention to pedagogy rather than to the use of technology itself.  “Shakespeare and the New Movies,” a course designed to stimulate student writing about Shakespeare and films based on his plays, is used to illustrate this process.

Future Directions of Course Management Systems

2011 ◽  
pp. 3535-3548
Author(s):  
D. David
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Data Exchange ◽  
Evolutionary Process ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Future Directions ◽  
The Core ◽  
Core Mission

Course management systems will unquestionably become one of the most critical enterprise systems in higher education. This is because these systems are more closely aligned with the core mission of teaching and learning than any others. Although these systems have already undergone extraordinary transformation in just a few short years, we are at only the very beginning of the evolutionary process. It is critical that CMS vendors look to the students, educators, and administrators that interact with these systems to identify what new tools and features they need. Consequently, the next stage of innovation in course management systems should therefore focus more on features specifically related to promoting better and more efficient processes for teaching and learning online. More flexible administration options should make these systems easier to maintain. Emerging standards will continue to simplify communications and data exchange with other systems. Finally, the infusion of sound principles of instructional design and learning theory into the tools themselves promises to transform today’s course management systems into tomorrow’s expert systems for teaching and learning.

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