An Evaluation of WebCT Course Content Management System at the University of Botswana

Introduction

The use and adoption of WebCT is gaining popularity in higher education the world over (Alhhayat et al., 2004). WebCT course content management system is a class of Information System that manages teaching and learning. It is a system developed to support and enhance the organizational processes of content creation, storage and retrieval, transfer, delivery and application. WebCT is an integrated, user–machine system for providing information or content to support teaching and learning operations, management, analysis and decision-making. Based on these actions, it is thus clear that WebCT is similar to early Information system ideas as defined by Delone and Maclean (1992, 2003), and Davis and Olson (1985). To these authors, an “information system collects, transmits, processes, and stores data on an organization's resources, programmes, and accomplishments. The system makes possible the conversion of these data into management information for use by decision makers within the organization; and thereby produces information that supports the management functions of an organization. However, it is generally accepted that the evaluation of information systems is complex. Evaluation from multiple, interrelated success dimensions on both a stakeholder and technical perspective is more likely to capture changes in performance than one single item or even a set of financial measures (Segars & Grover, 1998). WebCT evaluation is recognized as one of the problematic issues that can be interpreted in many different ways.

Ferguson, Hilder, and Kelly (2005) have pointed out that one hardly needs to labour the point that information systems evaluation is a critical activity. Given the overwhelming scope and emergence of course content management system in the e-learning environment, it is important for information system professionals to develop the means to evaluate this new service and delivery system. As observed by Ferguson et al., (2005), there has been considerable research into the evaluation of information systems. The considerable financial investment by organizations in information systems underlines the importance of evaluation for IS researchers and practitioners (Saarinen, 1996, p. 103). Evaluation occurs twice in the traditional structural systems analysis and design approach: first, in the feasibility phase in which an attempt is made to establish the likely impact and cost, and, second, in the form of a post-implementation evaluation, which is an attempt to measure the impact the system has actually had (Smithson & Hirschheim, 1998, p. 160, Serafeimidis, 2002, p. 172). This second approach focuses on issues of whether the project was delivered on time, whether the budget was enough and whether it met the specifications (Smithson & Hirschheim, 1998, p. 162). The second approach to evaluation of information systems indicated above is chosen for this study. This is because it is an attempt to measure the benefits of WebCT course content management system after implementation to determine its success in terms of its actual benefits on the primary consumers who are the students.

It should be noted that the evaluation of the WebCT system can be done from various perspectives. For instance, the system can be evaluated from the point of view of the administrative and academic staff; the technical staff and the content of the system. However, an evaluation of the success of the system from the students’ perspective was chosen in this study because they are the primary users of the system.