Research Sources

CMS Determining Pedagogy 2008

used for article

Carmean, C., Haefner, J. 2002. Mind over Matter: Transforming Course Management Systems into Effective Learning Environments. EDUCAUSE Review, November/December: 27-33. http://net.educause.edu/ir/library/pdf/ERM0261.pdf (accessed June 30, 2008). Archived at http://www.webcitation.org/5ZKn6VRvp.
* This article, and others like it, are from the perspective of users who are sophisticated, automatically force the CMS to do what they want, can create multimedia to put in – argument relies on instructor putting interactive multimedia (30) into the system

Chen, T. 2001. Designs to help novice Web users. http://www.otal.umd.edu/uupractice/novice/ (accessed June 30, 2008). Archived at http://www.webcitation.org/5ZKmgtB0y.
* novice users need limited features and easy navigation

Dutton, W. H., Cheong, P. H., and Park, N. (2004). The Social Shaping of a Virtual Learning Environment: The case of a university-wide course management system. Electronic Journal of e-Learning, 2(1) http://www.ejel.org/volume-2/vol2-issue1/issue1-art3-dutton-cheong-park.pdf (accessed August 1, 2008). Archived at http://www.webcitation.org/5ZKkSnGra.
* 73 Primary value of their CMS (eClass) was in posting information, not communication or interactivity.

Dykman, C., Davis, C. 2008. Part One -- The Shift Toward Online Education. Journal of Information Systems Education 19(1) http://findarticles.com/p/articles/mi_qa4041/is_200804/ai_n25419247/print?tag=artBody;col1 (accessed July 15, 2008). Archived at http://www.webcitation.org/5ZKlH9HV6.
* "Virtually everyone in every university is already fully computer literate and connected to the internet."

Earle, Aileen. 2002. Designing for Pedagogical Flexibility -- Experiences from the CANDLE Project. Journal of Interactive Media in Education 4, 1-29. http://www-jime.open.ac.uk/2002/4/earle-02-4.pdf (accessed June 30, 2008). Archived at http://www.webcitation.org/5ZKmsiGVC.
* pedagogical neutrality is a myth – cannot separate technology and pedagogy

Gastfriend, H. 2005. Faculty Use of Course Management Systems Survey: System Aggregate Report. http://www.alt.usg.edu/research/studies/cms_combined_aggregate_external.pdf (accessed May 15, 2007). Archived at http://www.webcitation.org/5YcWlCm2F.

Andri Ioannou, Robert D Hannafin. 2008. Course Management Systems: Time for Users to Get What They Need. TechTrends 52(1): 46-50. http://www.springerlink.com/content/kmj325m617215g15/fulltext.pdf (accessed July 15, 2008). Archived at http://www.webcitation.org/5ZKkuqQC8. [Editor's note: may require journal subscription.]
thesis: users want speed and ease of use, not features – advocataes client-side CMS interface

Jenkins, C., Corritore, C.L. & Wiedenbeck, S. (2003). Patterns of information seeking on the Web: a qualitative study of domain expertise and Web expertise. IT and Society, 1(3), 64-89. http://www.stanford.edu/group/siqss/itandsociety/v01i03/v01i03a05.pdf (accessed August 1, 2008). Archived at http://www.webcitation.org/5ZKjRWRG8.
* study of web novices using search: web novices/content experts and every combination

Jones, S. and Johnson-Yale, C. 2005. Professors online: the internet's impact on college faculty. First Monday, 10(9) http://www.firstmonday.org/issues/issue10_9/jones/index.html (accessed July 15, 2008). (WebCite archive failed.)
* many are avid email users, a few web boards, some IM, plagiarism checks (almost everything in support of traditional teaching) – none communicating with students via video or audio chat, only " several respondents indicating that they were beginning to experiment with weblogs (or blogs) in the classroom"

Lamberson, M., Lamb, B. 2003. Course Management Systems: Trapped Content Silos or Sharing Platforms? Learning Objects: Contexts and Connections, 59-75. The Ohio State University, http://learning-objects.net/downloads/Theory/Context_Connections.pdf#page=71 (accessed August 1, 2008). Archived at http://www.webcitation.org/5aKtdR9zg.

Lane, L. 2007. The Results are In: CMS and Pedagogy . [Weblog entry September 7.] Lisa's Online Teaching Blog. http://lisahistory.net/wordpress/?p=57 (accessed June 8, 2008). Archived at http://www.webcitation.org/5YZdqrOSq .

Morgan, G. (2003). Faculty use of course management systems. Educause Center for Applied Research 2003. http://www.educause.edu/ir/library/pdf/ecar_so/ers/ers0302/ekf0302.pdf (accessed May 1, 2007). Archived at http://www.webcitation.org/5YZdo2o9N .

Reid, A. 2006. The challenge of information literacy? the faculty. Digital digs blog post http://alexreid.typepad.com/digital_digs/2006/10/the_challenge_o.html (accessed July 15, 2008). Archived at http://www.webcitation.org/5ZLduZctU.
* I think it would be generous to say that 10% of any campus faculty have all these skills. I would wonder even what % of faculty can effectively find information on the web using Google or something like that. I mean, what % can find a good sushi restaurant near a motel or research purchasing a new car or find reviews of a new movie or book? 1/3? 1/2? 2/3?"

Renaut, C., Batier, C., Flory, L., Heyde, M. (2006). Improving web site usability for a better e-learning experience. Current Developments in Technology-Assisted Education. Badajoz, Spain: FORMATEX. http://www.formatex.org/micte2006/pdf/891-895.pdf (accessed June 30, 2008). Archived at http://www.webcitation.org/5ZKkWMN88.
* 891 "how the interface is used and developed has a strong influence on the professor perception, needs and pedagogical design models."

Samarawickrema, G., Stacey, E. 2007. Adopting Web-Based Learning and Teaching: A case study in higher education. Distance Education 28(3),: 313-333. http://proquest.umi.com.prox.miracosta.edu/pqdweb?did=1410539871&sid=1&Fmt=3&clientId=7968&RQT=309&VName=PQD (accessed July 15, 2008). Archived at http://www.webcitation.org/5ZKhMElag [Editor's note: access requires Proquest account.]
* n = 22 all early adopters. 320 adoption of web-based teching due to top-down directives, student demand, economics, politics (not wanting to teach online)

Teles, L. 2002. The Use of Web Instructional Tools By Online Instructors. The Technology Source May/June 2002. http://technologysource.org/article/use_of_web_instructional_tools_by_online_instructors/ (accessed June 30, 2008). Archived at http://www.webcitation.org/5ZKgHSewS.
* n=32, respondents said systems "are not customizable and impose pedagogical rigidity"

Tufts University Information Technology Services Blackboard Survey (Spring 2006). http://ase.tufts.edu/its/blackboard/bbsurvey2006.htm (accessed May 9, 2007). Archived at http://www.webcitation.org/5YSgdyQuj.

Walker, G., Johnson, N. (2008). Faculty Intentions to Use Components for Web-Enhanced Instruction. International Journal on ELearning 7(1), 133-152. http://proquest.umi.com.prox.miracosta.edu/pqdweb?did=1428128541&sid=1&Fmt=6&clientId=7968&RQT=309&VName=PQD (accessed July 15, 2008). Archived at http://www.webcitation.org/5ZKgXupYf. [Editor's note: access requires Proquest access permission.]
* Thesis: perceived effectiveness better if they have more computer experience – even then, most just post materials

Weigel, V. 2005 From Course Management to Curricular Capabilities: A Capabilities Approach for the Next Generation. EDUCAUSE Review 40(3), 54-67. http://www.educause.edu/ir/library/pdf/ERM0533.pdf (accessed June 12, 2008). Archived at http://www.webcitation.org/5ZKnTs5qO.
* 55 "However, the downside of the CMS is that it canalizes our collective creativity by forcing e-learning technologies into the familiar classroom cdategories of lectures, discussions, and exams…", 63 "One of the significant liabilities of several popular CMS packages is their constitutional preoccupation with the "course" as a standard unit of measure"

West, R., Waddoups, G. and Graham, C. 2007 Understanding the experiences of instructors as they adopt course management systems. Educational Technology Research and Development. 55(1) 1-26. http://www.springerlink.com/content/a11483w303084771/fulltext.pdf (accessed June 25, 2008). Archived at http://www.webcitation.org/5Ys2Qg4w7.
* n=30 interviews, n=122 surveys, 12 "Instructors begin using Blackboard by experimenting with one, or a few, of its features rather than adopting the entire tool."

Not used in article

Ajjan, H., Hartshorne, R. 2008. Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education. Abstract: article in press. http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6W4X-4SHF4R2-2&_user=10&_coverDate=05%2F15%2F2008&_rdoc=9&_fmt=high&_orig=browse&_srch=doc-info(%23toc%236554%239999%23999999999%2399999%23FLA%23display%23Articles)&_cdi=6554&_sort=d&_docanchor=&_ct=14&_acct=C000050221&_version=1&_urlVersion=0&_userid=10&md5=2c47fa583f843102c6752fd9c3cc0c71 (accessed July 15, 2008)
* "Findings indicated that while some faculty members feel that some Web 2.0 technologies could improve students' learning, their interaction with faculty and with other peers, their writing abilities, and their satisfaction with the course; few choose to use them in the classroom."

Brown, G., Peterson, N. 2008. The LMS Mirror: School as We Know IT versus School as We Need IT and the Triumph of the Custodial Class. MERLOT Journal of Online Learning and Teaching 4(2), 190-197. http://jolt.merlot.org/vol4no2/brown0608.pdf (accessed June 30, 2008) Archived at http://www.webcitation.org/5ZLZLRLXp.
* 191 Even faculty into academic freedom didn't question custodian's sign asking that chairs be left arranged in rows.

Conrad, D. 2004. University Instructors' Reflections on Their First Online Teaching Experiences. Journal of Asychronous Learning Networks 8(2) http://www.sloan-c.org/publications/JALN/v8n2/pdf/v8n2_conrad.pdf -- can't archive
* sample size=5, new instructors don't change their behaviorist pedagogy, did not let go of traditionalist pedagogy

Georgina, D., Olson, M. 2008. Integration of technology in higher education: A review of faculty self-perceptions. The Internet and Higher Education 11(1), 1-8. http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6W4X-4R7J673-1-1&_cdi=6554&_user=10&_orig=browse&_coverDate=12%2F31%2F2008&_sk=999889998&view=c&wchp=dGLzVlz-zSkzS&md5=c11ede74772037738b594da4b8fb4f7d&ie=/sdarticle.pdf (accessed July 15, 2008) [Editor's note: current issue, may require journal subscription]
* large study – shows not much tech being integrated among regular faculty

Gilbert, S. 2002. Learning Threshold Applications: Variety, Requirments, Impact -- the Role of Personal Characteristics (chart). http://www.tltgroup.org/LTAs/LTAbreadthCHART5-24-02.htm (accessed June 30, 2008) Archived at http://www.webcitation.org/5ZKkNqDJB
* CMS use "limited by facutly time, interest, semi-tech ability – so many features used in very few courses".

Horrigan, J. A 2007. Typology of Information and Communication Technology Users. Pew Internet & American Life Project. http://www.pewinternet.org/pdfs/PIP_ICT_Typology.pdf (accessed July 15, 2008) Archived at http://www.webcitation.org/5ZLYzy9Qh
* survey of over 4000 adults in 2006, cover "8% of Americans are deep users of the participatory Web and mobile applications", "Another 23% are heavy, pragmatic tech adopters – they use gadgets"

Papastergiou, M. (2006). Course Management Systems as Tools for the Creation of Online Learning Environments:Evaluation from a Social Constructivist Perspective and Implications for their Design. International Journal on E-Learning. 5 (4), pp. 593-622.
* Thesis: CMSs are being used well, but need more features.

Payne, Carla R. and Reinhart, C. (2008). Can we talk? Course management software and the construction of knowledge. On the Horizon, 16(1), 34-43.
* Thesis: built-in pedagogy in CMS has to be analyzed and debated to change it to encourage interaction

Reynard, R. 2008. Social Networking: Learning Theory in Action. Campus Technology , May 28. http://campustechnology.com/printarticle.aspx?id=63319 (accessed June 30, 2008) Archived at http://www.webcitation.org/5ZKjn4U82

Ruth Reynard, "Social Networking: Learning Theory in Action," Campus Technology, 5/28/2008, http://www.campustechnology.com/article.aspx?aid=63319

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training

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cited in D. Jones, as not encouraging to faculty

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Notes

Brandon Hall Research charges $1595/year to access comparative database of over 60 learning management systems. http://www.brandon-hall.com/publications/lmskb/lmskb.shtml