Understanding the Usability of Course Management Systems (CMS) in Developing Countries: An Empirical Analysis

Understanding the Usability of Course Management Systems (CMS) in Developing Countries: An Empirical Analysis

Rakibul Hoque (University of Dhaka, Dhaka, Bangladesh), Mahfuz Ashraf (Department of Management Information Systems, University of Dhaka, Dhaka, Bangladesh), Mohammad Afshar Ali (Centre for Policy Dialogue (CPD), Dhaka, Bangladesh) and Rashadul Hasan (Brainstorm Bangladesh, Dhaka, Bangladesh)
DOI: 10.4018/IJICTHD.2015070103
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Course Management System (CMS) is now probably the most used educational technologies in higher education, behind only the Internet and common office software. It can facilitate posting content, participating in discussions, maintaining a grade book, tracking participation and managing learning activities in an online environment for instructors and learners. But question arises to what extent these systems are successful in developing countries like Bangladesh. Unfortunately there are very few reports and publication that have tried to focus on above issues. In this study, an evaluation and analysis of CMS in developing countries like Bangladesh was carried out to assess the success of the system by using “ITPOSMO' model. The study found that CMS is partially failing in higher educational institutions in Bangladesh.
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2. Objectives Of The Study

The objective of this study was to conduct and state the results of a relative usability test conducted during the 2013-2014 academic year on CMS of different public and private Universities of Bangladesh. This research strived to answer the following questions:

  • How do students from different public and private Universities of Bangladesh rate their experiences with the course management systems?

  • Is there any gap between design and reality of CMS in public and private Universities of Bangladesh?


3. Literature Review

Over the past decade, there has been an increasing number of research focusing on the application of course management system, which aims at understanding of the ingredients that lead to successful implementation of CMSs in traditional classroom-based management courses (Parikh & Verma, 2002; Bilimoria, 1997; Jones & Rice, 2000; Miesing, 1998). Developing such an understanding is important because research evidence indicate that CSM based education will likely become a prime concern for management educators in near future (Dos Santos & Wright, 2001; Cohen & Lippert, 1999; Miesing, 1998; Shrivastava, 1999). Management education researchers have explored out that solely on-line instruction is a useful academic tool for teaching the complex interpersonal, conceptual, and analytical skills. But it lagged behind form the ground of efficacy (Dos Santos & Wright, 2001; Bigelow, 1999; Miesing, 1998; Salmon, 2000; Scifres et al., 1998).

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