ERIC ED535133: Course Management Systems and Campus-Based Learning. Professional File. Number 29
Notice bibliographique
Résumé
Course management systems (CMSs) have become a symbol of innovation at institutions of higher education and in less than a decade they have been rapidly adopted by a large number of colleges and universities in many countries around the world (Coates, 2005; Dutton, Cheong, & Park, 2004; Malikowski, Thompson, & Theis, 2007; Wise & Quealy, 2006). Ten years after the first commercial systems were made available to colleges and universities, many institutions of higher education are still struggling to determine the best way to support their educational missions with CMSs and other web technologies. Utilizing a mixed methods case study approach, the study explored the perceptions of the students and faculty, in the business programs, at a large, urban, multiculturally diverse college in Ontario which has a history of CMS use. The reasons for using a CMS in the college's business programs, the characteristics of the use of the CMS that enhanced learning and those that created barriers to learning and their perceptions about what constitutes the effective use of the CMS were explored. The main focus of this study was the examination of the students' perspective, as the aim of the study was to understand the effect of the CMS on their learning. Teaching and learning are inextricably connected; therefore obtaining the faculty's perspective was an important, but secondary, part of the study. This research was carried out at a large, urban and multiculturally diverse college in southern Ontario. This college was selected because it has been using some form of a CMS since 1997 and the current CMS has been implemented at the college since 2000. Some of the findings include: (1) The students and professors who participated in this study both affirmed that the main purpose for using the CMS was for the delivery of and access to information; (2) Increased access to information was the characteristic of the use of the CMS that the professors felt was most beneficial to learning. The comments from the professors indicated that the more information available to the students the "more" that they would learn; (3) The professors agreed with the students that if the use of the CMS replaced "teaching", which was equated with the students being able to get all the information without attending class, it would be a barrier to learning. They were quite concerned about the students not attending class if material was posted online; and (4) The mixed reaction to the effective use of the discussion board which the students discussed was shared by the professors. A bibliography is included.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,365 | 0,003 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».