Course Management Systems Integration into Course Instruction

Course Management Systems Integration into Course Instruction

DOI: 10.4018/jicte.2012040106
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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.
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Literature Review

Current research reflects that education is yet to use technology at an optimal level (Bauer & Kenton, 2005; Project Tomorrow, 2008, as cited in Ertmer & Ottenbreit-Leftwich, 2010). Molenda (2008) observed that in using technology appropriately, it is the choices made by either instructor or learner on available tools, which determines effective use. Therefore, the tools of choice and manner of use of CMS resources by an instructor determine the learning environment that is made available to students. Kemp and Livingstone (2006) noted that many educators fail to take advantage of merging learning tools from different categories to create an environment that enhances learning in a truly collaborative manner.

Effective CMS should contain well organized features for content and delivery in a way that is progressive and allows learners easy reference and interactivity for an engaging experience. Nycz and Cohen (2007) observe that the presence of different interactive tools enable the achievement of desirable learning goals. However, these technological tools come with limitations (Kemp & Livningstone, 2006). As such, instructors who use the same tools repeatedly may believe that their course objectives are being met, and their students may agree with them in spite of inherent limitations.

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