1 AC : FACULTY PERCEPTIONS AND USE OF A LEARNING MANAGEMENT SYSTEM AT AN URBAN, RESEARCH INSTITUTION Julie M. Little-Wiles M.S.M., Ph.D. (A.B.D.), Purdue University, West Lafayette Julie M. Little-Wiles is a Ph.D. candidate at Purdue University s College of Technology in the Department of Technology Leadership and Innovation. Dr. Stephen Hundley, Indiana University-Purdue University, Indianapolis Stephen Hundley is Associate Dean for Academic Affairs and Undergraduate programs and Associate Professor of organizational leadership and supervision in the Purdue School of Engineering and Technology, IUPUI. Dr. Wanda L. Worley, Indiana University-Purdue University, Indianapolis Mr. Erich J. Bauer, Indiana University-Purdue University, Indianapolis c American Society for Engineering Education, 2012
2 Faculty Perceptions and Use of a Learning Management System at an Urban, Research Institution Abstract When universities develop and implement learning management systems for their institutions, how do the faculty feel about those systems? Do they believe they are engaging their students by using the learning management system? What elements do they consider crucial in a learning management system to benefit students, themselves, and their departments? This study examined an online learning management system in relationship to faculty in the School of Engineering and Technology at Indiana University-Purdue University Indianapolis (IUPUI). Survey questions focused on two main areas of inquiry, faculty usage and faculty perceptions of the learning management system. Researchers also gave faculty the opportunity to respond to four open-ended questions including what they liked most and least in the system, suggestions for improving their use of the learning management system, and finally, how they could use the learning management system more effectively in their courses. The last section of inquiry concentrated on faculty s perceptions of online courses to help researchers gauge interest, experience, and opinions on the subject as this particular institution does frequently offer such courses in their various programs. This research centered on what faculty use in a learning management system to aid their students in not only gaining knowledge, but also in engaging them in the course and area of focus. Specific elements were identified that (1) faculty commonly use within the learning management system, (2) faculty perceive students respond best to, and (3) faculty perceive students care most about. The results provide both administrators and faculty with general guidelines in developing and maintaining successful online learning environments. Standard tools available in the majority of learning management systems were evaluated. Determination of faculty s training experience and requirements are also discussed. Finally, an understanding of faculty perceptions of the learning management system will be summarized. Introduction Learning technologies continue to grow in popularity within higher education, and this includes the use of learning management systems (LMS). 1, 2 Learning management systems are designed to aid both the faculty and their institutions with the organization and the administration of both information and courses, and can even be used for registration and payment purposes as well. 3 Having one centralized location for all course administration is a convenience for both instructors and students. 4, 5 But the majority of time, neither faculty nor students are consulted when a university chooses a particular LMS to launch at their institution. Since the faculty are then expected to simply embrace the chosen system, how do they really feel about the system and its usefulness in their course instruction? Do they actually utilize it? And do they feel it aids their students in learning?
3 The purpose of this study was to better understand how the faculty at one urban institution viewed and made use of their mandated learning management system. The results can be beneficial in improving training, support, and usage of LMSs at multiple institutions. Researchers have already conducted a similar study with commuter students at this same urban institution to determine their perception and usage of the system. Those results revealed that although students may find issues with the LMS, such as how it is unpredictable or slow running at times, they would, in fact, embrace it when it is populated with the right tools and resources for their courses. 6 Since researchers now understand how students use the LMS at this specific university, they felt it was then critical to discover how the faculty at this same institution actually used the system and if they accepted the system as well as the students. Method Researchers sought to address three main questions in this study: 1. How do university faculty feel about the learning management systems in use at their institution? 2. Do they believe they are engaging students with their use of the learning management system? 3. What elements do they consider to be crucial or important in a learning management system? Participants in the study were full-time faculty representing nineteen different programs and every level of teaching experience from the School of Engineering and Technology at Indiana University-Purdue University Indianapolis. Following IRB approval, a survey was developed using Zoomerang survey software. Faculty responded to the online survey which contained 39 questions designed to garner information on faculty usage, attitudes and perceptions of Oncourse, the learning management system in use at this institution. Participation was voluntary and no individual identifying information was collected. Limited demographic information was gathered from each participant so that the degree of diversity of the respondents was known. Four of the questions were open-ended, urging respondents to share opinions about what they liked most and least about the learning management system, how their experience using the LMS in instruction could be improved, and finally, in what ways they would like to use the LMS more effectively. The survey was available for faculty participation for approximately one month. Close to a 39% participation rate was recorded from all 131 potential participants (full-time faculty population of the School of Engineering and Technology at IUPUI for the fall 2011 semester.) The survey took approximately five to ten minutes to complete and participants were able to skip over some of the questions if they desired, passing on to the next question to complete the survey. Several of the questions were intended to understand how faculty apply the various features of the LMS to their courses. Fundamentally, we were curious to know if faculty even used the LMS in course instruction or not. Do they post their syllabus? Do they use the gradebook feature to post assignment, midterm, and final grades? Do the instructors use any communication tools within the LMS for regular course communication? Are they uploading resources for their students such as handouts, reading assignments, video clips, and other course materials?
4 To discern faculty perceptions of the LMS, other questions were targeted toward their understanding of what tools students valued most within the LMS and which tools were most important in the standard LMS template. Faculty were asked to share their opinion of their experience level with the LMS, and if they believed additional training would be of assistance. The final group of questions investigated the level of interest in online course and program development within the learning management system. Results Results are categorized by the two primary areas of interest: faculty use of the LMS and faculty perceptions of the LMS. Concluding remarks focus on the subjects of LMS training and online courses/programs. Faculty Use Questions within this area were designed to understand the extent faculty used the LMS. Appropriately then, the first question asked on the survey was if the faculty were using the LMS (Oncourse) in any capacity in their courses. An overwhelming majority of faculty answered yes. See Table 1. Table 1. Faculty Use of the LMS Yes, always 94% Yes, some 4% No, none 2% Researchers then wanted to know if faculty posted their syllabus in the LMS. All respondents answered yes, all courses for a 100% response. The next question asked faculty if they used the message tool for the primary course communication method. The majority of the faculty answered yes to this question. See Table 2. Table 2. Faculty Use of the Message Tool Yes, always 78% Yes, some of the time 18% No, not at all 4% A follow-up question asked faculty what specific communication tools within the LMS they used for course communication. Faculty were allowed to choose more than one response. Faculty overwhelmingly answered messages and announcements. See Table 3.
5 Table 3. Communication Tools Used by Faculty Tool Messages 92% Archive 34% Announcements 90% Chat 24% Forums 38% Calendar 16% None 0% Other, please specify 14% s given under the Other category included Resources, Gradebook, Web Content, Drop Box, the course homepage within the LMS, and Assignments 2 where assignments are downloaded by students. It was apparent that the faculty used at least one communication tool within the LMS as the category of None did not collect any responses. The distribution of materials for the benefit of the students was the next inquiry. Did faculty upload and distribute course materials (e.g., PowerPoints, lecture notes, videos, readings, etc.) in the LMS? Again, the majority (92%) of the respondents answered Yes, always. See Table 4. Table 4. Faculty Use of the LMS for Resource Distribution Yes, always 92% Yes, some of the time 8% No, not at all 0% The majority of the faculty gave a positive response to the distribution of course materials through the LMS, but what specific tools did they use? The tool reported used most often was resources followed by assignments. See Table 5. Table 5. Tools Used for Course Material Distribution Tool Resources 94% Messages 52% Announcements 36% Calendar 6% Assignments 64% Web Links 38% None 0% Other, please specify 6% Faculty were again given the option to select as many tools that applied. Responses in the Other column included forums, the syllabus and links to Adobe Connect.
6 The Gradebook tool was next on the list of examination. Researchers first wanted to know if the faculty were using the gradebook to post assignment or project grades. Ninety percent (90%) of the respondents answered Yes, always. See Table 6. Table 6. Gradebook Tool Usage with Assignment/Project Grades Yes, always 90% Yes, some of the time 6% No, not at all 4% Finally, faculty were asked if they used the same Gradebook tool to deliver test grades to students. Seventy-six percent (76%) of the respondents answered Yes, always. See Table 7. Table 7. Gradebook Tool Usage with Test Grades Yes, always 76% Yes, some of the time 12% No, not at all 12% As the results demonstrate, fewer faculty posted test scores in the LMS than they did with assignments or projects students completed. Faculty Perceptions Researchers were then interested in understanding faculty attitudes and perceptions of the LMS as this will often impact the use of the system. The first question posed was how important it was for students to have access to their grades online. Faculty responses were mixed; however, the majority of the respondents answered Important, Very Important, and Extremely Important. See Table 8. Table 8. Perceived Importance of Grades Online Extremely Important 54% Very Important 30% Important 12% Somewhat Important 4% Next, faculty were asked how important they thought it was to populate the LMS with the right materials (assignments, syllabus, PowerPoints, lecture notes, discussions, etc.) in their courses for students. This time, faculty responses were more consistent with 65% answering Extremely Important and another 33% answering Very Important. See Table 9.
7 Table 9. Perceived Importance of Materials Online Extremely Important 65% Very Important 33% Important 2% Somewhat Important 0% Faculty were then asked a series of questions about their use of various LMS tools and their perceived usefulness of those tools for students. Researchers advised the faculty to define the term usefulness in terms of delivering course content and student benefit. The first tool discussed was the Syllabus with 82% of the faculty responding yes they use the Syllabus tool and 18% no to its use. Responses to its usefulness were more varied, with only 12% answering Extremely Important. See Table 10. Table 10. Usefulness of the Syllabus Extremely Important 12% Very Important 34% Important 37% Somewhat Important 17% Then faculty were asked if they uploaded materials with the Resources tool. The majority (94%) answered yes and only 6% answered no. The usefulness of the Resources tool ranked more uniform. See Table 11. Table 11. Usefulness of the Resource Tool Extremely Important 40% Very Important 47% Important 11% Somewhat Important 2% The third tool in question was the Messages tool. Ninety percent (90%) of the faculty said that yes they used this tool, while only 10% responded with a no. They ranked the usefulness as follows:
8 Table 12. Usefulness of the Message Tool Extremely Important 42% Very Important 40% Important 9% Somewhat Important 9% The most popular tool proved to be the Gradebook feature with 96% of the faculty replying yes to its usage and a mere 4% no. Surprisingly though, the results for its usefulness were again somewhat diverse with only 40% answering Extremely Important. See Table 13. Table 13. Usefulness of the Gradebook Extremely Important 40% Very Important 46% Important 12% Somewhat Important 2% The final tool faculty were asked about was Assignments. Eighty-six percent (86%) of the faculty reported using the Assignments tool, while 14% did not. However, only 47% of the respondents found the Assignments tool Extremely Important. See Table 14. Table 14. Usefulness of the Assignments Tool Extremely Important 47% Very Important 37% Important 12% Somewhat Important 5% In summary, according to the survey results, all of the tools investigated were used by the majority of the faculty, and even though each tool s usefulness often varied, all ranked higher than Not Important by the faculty. Faculty were then asked a series of four short answer questions to better gauge their embracement and relationship with the system. The first was how they could use the LMS more effectively. Instructor responses included such items as grading assignments and tests more efficiently, more chats, the use of forums for online discussions, online collaborations, real-time communication, use more online quiz tools, post video tutorials, and create more online courses. The major theme that became obvious was that the faculty desired to create more interactive course work for their students within the LMS environment.
9 The next question was what the faculty liked most about the LMS in use. Overall, the faculty agreed that a major benefit was the convenience of having all classes and material in one centralized location that can be accessed from anywhere at any time. Other remarks involved student benefit by allowing students who missed class to have access to materials and allowing students to see where their grades stand. Remarks involving instructor benefits included the Forum tool for reading responses, having the Messages tool for sending and receiving messages, and not having to print handouts and distribute them in class. Researchers then asked the opposite question, what the faculty liked least about the LMS. Major themes recorded included slow performance and timing out or crashing. Instructor complaints related to these issues included having to save their work often so not to waste time re-doing work. Other issues included the Chat feature which lags too much and the Testing tool which is difficult to use. One final remark requested that the instructor be able to view exactly what the students view while in the system. (Note: the LMS does allow faculty to switch to student view.) The last question inquired how the faculty s experience using the LMS could be improved. Responses conveyed the need for additional training, especially specialized training over certain features. Other requests included the ability to bulk upload individual files to the resources section, better interface of the message system with other accounts, and the creation of video tutorials online that address how to use the LMS. (Note: A wide array of video tutorials are available to faculty on how to use every part of the LMS.) Training Interestingly, when faculty were asked if they felt they were using the LMS effectively, they were divided evenly in their response. Fifty percent (50%) answered with Yes, absolutely and the other 50% with Yes, but perhaps there is room for improvement. None of them answered No, not at all. Along this line of questioning, researchers then asked if the faculty felt they needed more training on the LMS in use. Responses were diverse with at least a third desiring no additional training. See Table 15. Table 15. Faculty Training Needs Yes, definitely 4% Yes, but only in certain areas 64% No, not at all 32% What specific tools/areas do the faculty want training in? Faculty were directed to choose as many tools or areas that applied. Forty-one percent (41%) answered the Tests & Surveys tool. See Table 16.
10 Table 16. Faculty Training Needs Gradebook 11% Messages 2% Announcements 2% Resources 7% Forums 18% Tests & Surveys 41% Calendar 18% Assignments 14% Web Links 16% None 34% Faculty were then asked if they felt they were given the right resources and supported to use the LMS by their school. Fifty-four percent (54%) responded with Yes, definitely, 38% with Yes, but only in certain areas, and a small percentage (8%) with No, not at all. Researchers then asked when faculty requested help with the LMS (with such tasks like setting up classes, assignments, assessments, etc.) if they felt they received adequate help. The majority (72%) answered Yes, definitely, 26% answered Yes, but only in certain areas, and a mere 2% with No, not at all. Based on this faculty group s response, general training seems less of an issue, but more specialized and specific training is desired. Online Courses The last group of questions dealt with the faculty s perceptions, use, and interest in online courses. First, the faculty was asked if they had taught an exclusively online course and the results were divided pretty evenly with 46% at Yes and 54% at No. Faculty were then questioned if they would be willing to teach an exclusively online course with a larger portion of them responding Yes at 73% and only 27% of them at No. There was an even larger percentage of the faculty interested in teaching a hybrid course (partially face-to-face and online) with 88% of them willing to consider it and only 12% not willing. But when asked if they were already developing an online course, 78% answered No and only 22% answered Yes. There was another split answer when asked if the faculty would like training in online course development and strategies with 51% at Yes and 49% at No. Researchers then wanted to know exactly how the faculty felt about their school offering online courses and degrees. For online course offerings, there was a large gap with 78% reacting with a Yes and 22% with a No. Online degrees, though, left the faculty divided once again with 47% agreeing and 53% not agreeing. Conclusions and Recommendations The results of this study suggest that the faculty at an urban institution will embrace a learning management system. Several issues must first be addressed, however, in order to provide the
11 faculty an improved environment for quicker adaption and use. Administration should be concerned with the number of answers indicating how unreliable the LMS is in general, and how the slow response time of the LMS frustrates and hinders the productivity of the faculty. Another issue that should be addressed further is that of training. The majority of faculty indicated that they would like some sort of training on the LMS, and often specifically with various tools or advanced development. The majority does feel supported by the school with resources and additional help, but also feel that they do not have any input into the design or features of the system. Most of the faculty are using the LMS to communicate to students, distribute materials including the course syllabus, and post grades. Researchers were more surprised that the faculty were split in response to the questions of whether or not they were using the LMS effectively in their courses and if they would like more training on course development and strategies, since they had indicated in an earlier question that 68% of them (combined) would like more training on the LMS as previously discussed. The faculty were also almost equally divided in their experience with teaching an online course, and a large percentage was willing to teach both online and hybrid courses. Unfortunately, only a small number of them are currently developing online courses for their school and cited the reason as time. As one instructor remarked, they need more time to adequately develop on-line courses. We are not given extra time to set these up. This research brings to light the issues and concerns faculty have toward the use of their LMS. To build upon this preliminary research, it might be worthwhile to conduct focus groups or even interviews with the faculty to reveal additional understanding into the factors that both hinder and enhance the use of the LMS in course instruction as summarized. Finally, further research may also need to center on administrative and policy issues, including technical support, costs, upgradability, permissions and authorizations, and the maintenance of the technology that could influence the value and use of the LMS in instruction. Due to the interest of the development of online courses, benchmarking with other urban institutions could also prove advantageous to this institution. Bibliography 1. Petherbridge, D., & Chapman, D. (2007). Upgrading or Replacing Your Learning Management System: Implications for Student Support. Online Journal of Distance Learning Administration, X(I). 2. Watson, W.R., & Watson, S.L. (2007). An Argument for clarity: What are Learning Management Systems, what are they not, and what should they become. TechTrends, 51(2). 3. Lonn, S., & Teasley, S. (2009). Saving time or innovating practice: Investigating perceptions and uses of Learning Management Systems. Computers and Education 53(3), Little-Wiles, J., & Naimi, L. (2011). A Study of Traditional Undergraduate Student Engagement in Blackboard Learning Management System. Proceedings from 118 th ASEE 2011 Conference. Vancouver, Canada. 5. Little-Wiles, J., & Naimi, L. (2011). An Examination of Faculty Perceptions and Use of Blackboard Learning Management System. Proceedings from 118 th ASEE 2011 Conference. Vancouver, Canada.
12 6. Little-Wiles, J., Hundley, S., & Bauer, E. (2010). Designing an Online Learning Management System for a Growing Student Population: the Urban, Commuter Student. Proceedings from 117 th ASEE 2011 Conference. Louisville, KY.
AC 2011-1266: A STUDY OF TRADITIONAL UNDERGRADUATE STU- DENT ENGAGEMENT IN BLACKBOARD LEARNING MANAGEMENT SYSTEM Julie M Little-Wiles, Purdue University, West Lafayette Doctoral Student, College of Technology,
Paper ID #7674 Student Engagement Strategies in One Online Engineering and Technology Course Dr. Julie M Little-Wiles, Purdue School of Engineering and Technology, IUPUI Dr. Julie Little-Wiles is a Visiting
Tulane University School of Continuing Studies: Case Study in Online Quality Improvement Kay L. McLennan TULANE UNIVERSITY BACKGROUND Online asynchronous courses constitute a significant portion of Tulane
Evaluation of the Pilot of the DesireLearn Learning Management System Implemented in Fall Mary Piontek, Ph.D - Indiana University Anastasia Morrone, Ph.D Indiana University December 8, Prepared by Center
Assessing Blackboard: Improving Online Instructional Delivery Adnan A. Chawdhry email@example.com California University of PA Karen Paullet firstname.lastname@example.org American Public University System Daniel
Incorporating a Service-Learning Option in an Online Course Final Report for Summer 2012 CELT Summer Instructional Design Grant Adam D. Dircksen IPFW Department of Communication I. Introduction and Background
Examining the Role of Online Courses in Native Hawaiian Culture and Language at the University of Hawaii Introduction Kelley Dudoit University of Hawaii, Manoa Educational Technology Graduate Student Hawaii,
Features of the Online Course Table of Contents Course Interface: Overview... 2 Syllabus... 3 Navigating through the Course Content... 4 Learning Modules... 5 Communicating... 5 Assessments... 6 Assignments...
Leveraging Learning Analytics for Undergraduate Engineering Education Stephanie D. Teasley email@example.com School of Information & USE Lab Overview Learning management systems (LMS) are ubiquitous in
Abstract Improving Distance Education Through Student Online Orientation Classes Scott Mensch Indiana University of Pennsylvania When offering an online class the academic institution s major concern should
CREATING AN EFFECTIVE ONLINE INSTRUCTOR PRESENCE / APRIL 2013 Creating an Effective Online Instructor Presence Why Is Instructor Presence Important in Online Courses? Student outcomes in online courses
Student Feedback on Online Summer Courses October 8, 2015 Santa Clara University Office of Assessment Report Introduction In the summer of 2015, approximately 700 undergraduate students were enrolled in
WHAT TYPES OF ON-LINE TEACHING RESOURCES DO STUDENTS PREFER James R. Lackey PhD. Head of Computing and Information Services Faculty Support Center Oklahoma State University firstname.lastname@example.org This research
Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and Applied Sciences
Education at the Crossroads: Online Teaching and Students' Perspectives on Distance Learning Jacqueline Leonard and Smita Guha Temple University Abstract The Internet offers colleges and universities new
E-Learning and Credit Recovery: Strategies for Success Brenda Humphrey Valdosta State University GA, United States email@example.com Abstract: The purpose of this study was to describe the effects
PEER-LED TEAM LEARNING SUSTAINABILITY REFLECTING ON EXPERIENCES AS PROGRAM COORDINATOR WITH SLA, SI, AND PLTL AT IUPUI SHANNON SYKES My mentoring experience started my second semester of college at Indiana
STUDENT PERCEPTIONS OF INSTRUCTOR INTERACTION IN THE ONLINE ENVIRONMENT Michelle Kilburn, Ed.D. Southeast Missouri State University Assistant Professor, Criminal Justice & Sociology firstname.lastname@example.org Abstract
Supplementary Exhibit VI. C. 2. Co-Curricular Outcomes Office of Information Techonology Introduction Information technology has become a crucial factor in the overall mission of institutions of higher
New Energy to Support, Develop and Communicate with Online Faculty 2015 Annual Meeting Dr. Anthony Piña Sullivan University System Louisville, KY About my institution 53 years old SACS accredited doctoral
Blackboard Pilot Report July 12, 2013 Introduction DeSales will adopt Blackboard Learn 9.1 as its Learning Management System to replace ANGEL in AY 2013-14. All courses starting on or after August 19th,
APPENDIX 4 FEEDBACK ON ON-LINE AWARENESS TRAINING Equality and Diversity Awareness Training Feedback The online equality and diversity awareness training package was launched in October 2009. Since then,
course evaluations survey results arts and science students union june 2014 Introduction As you know, the course evaluation system for the Faculty of Arts and Science in the 2012-2013 academic year switched
Faculty Assembly 2012 Instructional Technology Survey Report During November and early December of 2012, the Faculty Assembly conducted a survey of UNC faculty regarding the use of information technologies
Teaching large lecture classes online: Reflections on engaging 200 students on Blackboard and Facebook By Marcus Messner, Ph.D. Assistant Professor, VCU School of Mass Communications VCU Online Learning
Spring 2010 Students Perceptions and Opinions of Online Courses: A Qualitative Inquiry A Report by South Texas College s Office of Research & Analytical Services South Texas College Spring 2010 Inquiries
Session # 1120 A Comparison of Student Performance in an Online with traditional Based Entry Level Engineering Course Ismail I. Orabi, Ph.D. Professor of Mechanical Engineering School of Engineering and
A Study to Examine the Role of Print, Web, and Social Media for Recruiting Students M. A. Sadowski, J. A. Birchman and B. X. Karcher Department of Computer Graphics Technology Purdue University Abstract
Running Head: USE OF INSTRUCTIONAL TECH First-time Online Instructors Use of Instructional Technology in the Face-to-face Classroom Heather E. Arrowsmith Kelly D. Bradley 1 University of Kentucky 1 Use
Students Perceptions of Effective Teaching in Distance Education Albert Johnson, M.Ed. (IT) Senior Instructional Designer, Distance Education and Learning Technologies Trudi Johnson, PhD Associate Professor,
Online Class* Development Guidelines Middlesex Community College March 11, 2015 I. Online Class Proposal: Submission and Review** The proposal to develop a new online course should start six months before
CEHD ipad Initiative YEAR TWO REPORT FALL 2011 SPRING 2012 Treden Wagoner, M.A.Ed. Anne Schwalbe Sheila Hoover, Ph.D. David Ernst, Ph.D. 2 Mobile Learning learning within various contexts and locations
AC 2009-2363: DEVELOPING AND DELIVERING AN ONLINE COURSE IN CONSTRUCTION ESTIMATING Zhili (Jerry) Gao, North Dakota State University Dr. Gao is an Assistant Professor of Construction Management & Engineering
Social networking tools in a university setting: A student s perspective Diana L. Haytko Florida Gulf Coast University R. Stephen Parker Missouri State University ABSTRACT As Professors, we are challenged
Creative Construction Conference 2014 Teaching Construction Management Core Subjects with the Help of elearning Orsolya Bokor*, Miklós Hajdu PhD Szent István University, Ybl Miklós Faculty of Architecture
COURSE AND TEACHER SURVEYS (CATS) AT VILLANOVA UNIVERSITY A guide for new faculty members There are probably more studies of student ratings than of all of the other data used to evaluate college teaching
Discussion Board Best Practices DeAnna Kirchen The foundation of our webinar Sharing of Ideas and Best Practices at the Online Teaching Conference (OTC 13) Adapted from: Ten Best Practices for Teaching
International Journal of Economics and Management Sciences Vol. 2, No. 6, 2013, pp. 61-66 MANAGEMENT JOURNALS managementjournals.org Student Quality Perceptions and Preferences for MBA Delivery Formats:
Do Online Courses Work for Middle Grades and High School Students? Online Students Have Their Say William R. Thomas Can a middle grades or high school student really take a course for credit just by using
IUPUI Program Review and Assessment Committee Assessment Project Proposal Cover Sheet Name and Rank/Title of Project Directors: Emily A. McLaughlin Darrell Nickolson Assistant Clinical Professor Assistant
Educational mini-project Wojciech Krajewski Sonchita Bagchi Information Technology in teaching student s perspective Introduction The nature of teaching has virtually been unaltered throughout centuries,
Session 3460 Going Global A Methodology for Shaping Students for the Global Workplace Raymond E. Thompson, Ronald Sterkenburg Purdue University Abstract Many programs are seeking ways to become global.
I470/N485 Litigation Support Systems and Courtroom Presentations - Summer 2014 Course Information Credit Hours: 3 (Sections 5522 and 6191) Elective for undergraduate and graduate informatics and new media
1 of 6 Patent Careers For Technical Writers and Scientific, Engineering, and Medical Specialists by Steven C. Oppenheimer, Licensed U.S. Patent Agent Copyright 2008 Steven C. Oppenheimer http://www.oppenheimercommunications.com
Blackboard Development Checklist for Online Courses Met Course Development Rubrics The following rubrics should be used as benchmarks to assist faculty with developing and maintaining their online courses.
CREATING A COURSE? Courses at SNHP At The Lewis School, courses may meet on- campus, online only or hybrid combination of online and on- campus. Synchronous classes require students and instructors meet
Increasing the Use of Horizon Wimba Analysis conducted by: Sheri Anderson, MIT Graduate Student Tom Dorgan, MIT Graduate Student Submitted to: Dean of Information Technology Systems Division University
OVERVIEW This version of the Lincoln Land Community College Blackboard Guidelines and Procedures reflects the current status of the Blackboard course management system, version 9, at LLCC and the system
Bishop State Community College Distance Education Policy Purpose of Distance Education The goal of distance education at Bishop State Community College (BSCC or the College) is to provide students with
THE UTILIZATION OF COURSE MANAGEMENT SYSTEMS IN BUSINESS SCHOOLS: SOME RECENT EVIDENCE Timothy Schibik, University of Southern Indiana Charles Harrington, University of Southern Indiana Scott Gordon, University
CAREER SERVICES USE OF SOCIAL MEDIA TECHNOLOGIES Introduction In conjunction with the Career Advisory Board (CAB), the National Association of Colleges and Employers (NACE) conducted a survey of college
Established 1960 Beyond Information. Intelligence. Database Marketing Economic & Social Impact Studies Evaluations Research Modeling/Forecasting SMS 1042 Fort Street Mall Suite 200 Honolulu, HI 96813 Ph:
2011-02-24 First Undergraduate Online Course in Mechanical Engineering at SDSU Through D2L ME241: Engineering Materials Zhong Hu, Ph.D., Associate Professor Mechanical Engineering Department South Dakota
Abstract Integrating Instructional Technology into the Classroom: Laptops and LearningSpace in Business Administration Cynthia L. Krey Assistant Director - Instructional Technology The McGlynn Computer
For more resources click here -> Teaching Technical Writing Courses Online: Challenges And Strategies William V. Van Pelt Associate Professor Matthias Jonas Graduate Project Assistant This presentation
Online Workload Management Increased workload is one of the most frequently cited concerns by faculty who are considering teaching an online course. It is true that an online course can present an instructor
George Washington University Department of Psychology PSYC 001: General Psychology Course Syllabus Fall 2006 Times & Place Section 14 (CRN #70754) Tues & Thurs: 11:10am 12:25pm: Corcoran #302 Section 15
Web Enhanced Faculty Survey, Spring 2014 Background and Methodology The goal of the Web Enhanced Faculty Survey was to assess the support services and resources provided to faculty teaching Web Enhanced
Key Messages 2014 MyUni Student Satisfaction Survey About the 2014 Student Survey 2,450 students from University of Adelaide responded to the MyUni Student Satisfaction Survey The 2014 MyUni Survey focused
For more resources click here -> Online Course Delivery at 50 Accredited Institutions: The Critical Issues Robert M. Colley Associate Dean, Continuing Education Syracuse University Shelly Blowers Graduate
Response to IU South Bend and IUPUI School of Liberal Arts Concerns about Oncourse CL This summary was prepared by Associate Dean for Learning Technologies, Anastasia Morrone, with help from teaching center
Needs Assessment: Blackboard Help Course 24/7 MIT 530 UNC Wilmington Sheri Anderson Tom Dorgan Lacey Somech Bethanne Winzeler April 3, 2008 Table of Contents Executive Summary.3 Introduction..4 Needs Assessment
INSTRUCTOR HANDBOOK Trent Online Trent University 1600 West Bank Dr., Bata Library 202 Peterborough ON K9J 7B8 (705) 748-1011 x7880 email@example.com Table of Contents Contact Information Contacting Trent
10 Critical Components for a Successful elearning Business presented by elearning is a Critical Business Strategy What Nonprofits and Associations Need to Know You have the content. You have the membership.
Third Year Report: Graduate Education Programs Assessment contact person, and person preparing the report, (if different): o Department Head for Professional Education Services (formerly special education,
3.4.9 The institution provides appropriate academic support services. (Academic support services) Off-Site Committee Comments While it appears that the institution offers appropriate academic support services
Session xxxx CONVERTING A TRADITIONAL LECTURE/LAB PROGRAMMING COURSE TO AN ONLINE COURSE Larry K. Goolsby Tennessee Technological University Abstract: A traditional lecture/lab format computer-programming
Hybrid Teaching Procedures and Guidelines 1. Definition... 1 2. List of Procedures... 1 3. Some Guidelines for Teaching a Hybrid Class... 2 3.1. Division of Components... 2 3.2. Some Strategies:... 2 4.
Volume 20, Number 4 - September 2004 through December 2004 Quality Measurement and Good Practices in Web-Based Distance Learning: A Case Study of the Industrial Management Program at Central Missouri State
HU HOME CETLA HOME Faculty Name Kenyatta Gilbert Rank Associate Professor Department Divinity School/College School of Divinity Email firstname.lastname@example.org Office Phone 202-806-0614 Cell Phone Category
Indiana University School of Social Work PRAC Annual Report 2005-2006 Academic Introduction The Indiana University School of Social Work was founded in 1911. It currently offers social work education at
EFL LEARNERS PERCEPTIONS OF USING LMS Assist. Prof. Napaporn Srichanyachon Language Institute, Bangkok University email@example.com ABSTRACT The purpose of this study is to present the views, attitudes,
Engineering students knowledge of mechanics upon arrival: Expectation and reality Stephen Lee, Martin C. Harrison and Carol L. Robinson Abstract In recent years there has been an increasing awareness of
Boosting student retention and engagement rates with video at Odessa College About Odessa College A medium-sized community college in West Texas Made a substantial academic shift towards offering a majority
Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Florence Martin University of North Carolina, Willimgton Jeremy I. Tutty Boise State University firstname.lastname@example.org
Prepared by Jennifer Jobst, ITS Last Edited July 1, 2011 Project Executive Summary In March 2011, Information Technology Services (ITS) and the Center for Teaching and Learning (CTL) jointly released a
USING WIKIS, PODCASTS, AND VIDEO FILES TO ENHANCE THE LEARNING EXPERIENCE Steven Tello, University of Massachusetts Lowell, 978-934-4020, Steven_Tello@uml.edu David Lewis, University of Massachusetts Lowell,
Educational Benefits of Online Learning According to CCA consulting, nearly 50% of higher education institutions currently engage in some type of online learning. Academic and professional organizations
Technology Enhanced Learning Introduction to Sulis Collaborative Learning Environment for Teaching and Learning What is it? Sakai is often referred as a learning platform virtual learning environment (VLE)
On-Line Courses: A Comparison of Two Vastly Different Experiences by Sharon Testone, Ph.D. Introduction The busy lives that people lead today have caused a demand for a more convenient method to gain a
Overview Students knowledge of Mechanics at the start of degree level courses Findings from Stephen Lee s three year journey Background Research questions Schools Questionnaires and Availability Uptake
THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize