Research on Course Management Systems in Higher Education
Angela D. Benson, University of Alabama
Andrew Whitworth, Manchester University
A volume in the series: Perspectives in Instructional Technology and Distance Education. Editor(s): Charles Schlosser, Nova Southeastern University. Michael Simonson, Nova Southeastern University.
The e-learning research literature is characterized by studies that investigate the practice of teaching and learning online (pedagogy) and those that investigate the planning and administrative functions associated with e-learning delivery (management). This edited volume directs attention to pedagogy and management as it relates to the primary e-learning delivery mechanism, the course management system (CMS). Specifically, the research presented in this collection deals with a range of themes relevant to the selection, implementation, use and evaluation of course management systems in higher education.
The primary audience for this book includes instructors and students in instructional and educational technology programs. The book could easily be used as a text in a distance or online learning course. The secondary audience includes instructors and students in higher education programs and e-learning practitioners and administrators. The book is timely because of the growing presence and influence of course management systems on teaching and learning in higher education.
Preface, Angela D. Benson and Andrew Whitworth. Introduction, Andrew Whitworth and Angela D. Benson. Facing the Future: Adaptability and Flexibility of Course Management Systems in the Face of Emerging Threats, Philip Wane. Adoption, Diffusion, and Implementation of Course Management Systems: A Faculty Focus, Can Kultur and Ceylan Yazici. Decisions, Decisions: Selecting a Course Management System in Higher Education, Thomas Argondizza and Ali Carr-Chellman. Beyond Blackboard: Hacking the CMS to Enhance Social Learning, Maria Elena Corbeil and Joseph Rene Corbeil. From Learning Management Systems to Learning Community Systems: Enabling Social Constructivist Learning, Ken Baldauf, Wenting Jiang, Francisca Marshall, and Vanessa P. Dennen. Do Moodle’s Forums Foster Student Questioning? The Student’s Voice, Mariana Martinho, Patrícia Albergaria Almeida, and José Teixeira-Dias. Designing CMS Courses from a Pedagogical Usability Perspective, Joi L. Moore, Camille Dickson-Deane, and Mingzhuo Liu. Training Faculty for Online Instruction: A Best Practices Case Study, Linda W. Morse, Tina M. Green, and Deborah Lee. Reflective Practice and Digital Habitats: Responsiveness and Directiveness in Course Management Systems, Andrew Whitworth and Angela D. Benson. Evaluating Extensions for a University Course Management System, Matt Bower, Margot McNeill, and John Hedberg. The Importance of Governance: Ongoing Engagement with the Campus Community around the CMS, Donna T. Petherbridge and Martin S. Dulberg. The Evolution of the CMS: Learning, Social Shaping, and Professional Development, Angela D. Benson and Andrew Whitworth. About the Authors.
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