Abstract
As the use of course management systems (CMSs) becomes nearly ubiquitous in higher education, it is imperative that we consider their impact and influence on instructional methods and the learning environments. Moves to incorporate more student-centered models of teaching and learning, and integrating technology such as CMSs, are unlikely to be successful without understanding the relationship between the teaching conceptions of faculty and their adaptations of the technological tools available to them. The purpose of this study was to examine (a) how CMSs influence teaching methods, and (b) how faculty members’ conceptions about teaching and learning are supported by the functions available in CMSs. Results indicate that use of a CMS had very little influence on faculty members’ teaching practices or conceptions of teaching. Additionally, faculty reported using CMSs primarily for information dissemination, regardless of their conceptions of teaching. The results of this study have implications for administrators and faculty in higher education, as well as designers of CMSs.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Blackboard, Inc. (2003). Blackboard [On-line]. Available: http://www.blackboard.com/
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
Britto, M. (2002). An exploratory study of the development of a survey instrument to measure the pedagogical dimensions of web-based instruction. Unpublished doctoral dissertation, The University of Georgia.
Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
Dehoney, J., & Reeves, T. C. (1999). Instructional and social dimensions of class web pages. Journal of Computing in Higher Education, 10(2), 19–41.
Dougiamas, M., & Taylor, P. C. (2003). Moodle: Using learning communities to create an open source course management system. Proceedings of the EDMEDIA 2003 Conference, Honolulu, Hawaii. Norfolk, VA: Association for the Advancement of Computing in Education.
Hafner, K., & Lyon, M. (1996). Where wizards stay up late: The origins of the internet. New York: Simon & Schuster.
Herrington, J., Oliver, R., & Reeves, T. C. (2003). Patterns of engagement in authentic online learning environments. Australian Journal of Educational Technology, 19(1), 59–71.
Herrington, J., & Standen, P. (2000). Moving from an instructivist to a constructivist multimedia learning environment. Journal of Educational Multimedia and Hypermedia, 9(3), 195–205.
Howard, B. C., McGee, S., Schwartz, N., & Purcell, S. (2000). The experience of constructivism: Transforming teacher epistemology. Journal of Research on Computing in Education, 32, 455–465.
Kember, D. (1997). A reconceptualization of the research into university academics’ conceptions of teaching. Learning and Instruction, 7(3), 255–275.
Kember, D., & Kwan, K.-P. (2002). Lecturer’s approaches to teaching and their relationship to conceptions of good teaching. In N. Hativa & P. Goodyear (Eds.), Teacher thinking, beliefs and knowledge in higher education. New York: Kluwer Academic.
Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). London: Routledge/Falmer.
Maeroff, G. I. (2003). A classroom of one: How online learning is changing our schools and colleges. New York: Palgrave/Macmillan.
Mann, B. L. (Ed.). (2000). Perspectives in web course management. Toronto: Canadian Scholar’s Press.
Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
Oliver, K. (2001). Recommendations for student tools in online course management systems. Journal of Computing in Higher Education, 13(1), 47–70.
Perkins, D. (1991). Technology meets constructivism: Do they make a marriage? Educational Technology, 31(5), 18–23.
Pittinsky, M. S. (Ed.). (2003). The wired tower: Perspectives on the impact of the internet on higher education. Upper Saddle River, NJ: Prentice Hall.
Pratt, D. D. (1992). Conceptions of teaching. Adult Education Quarterly, 42(4), 203–220.
Reeves, T. C. (2003). Storm clouds on the digital education horizon. Journal of Computing in Higher Education, 15(1), 3–26.
Samuelowicz, K., & Bain, J. D. (2001). Revisiting academics’ beliefs about teaching and learning. Higher Education, 41, 299–325.
WebCT. (2003). WebCT [On-line]. Available: http://www.webct.com/
Weigel, V. B. (2002). Deep learning for a digital age: Technology’s untapped potential to enrich higher education. San Francisco: Jossey-Bass.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2009 Springer Science+Business Media, LLC
About this chapter
Cite this chapter
Apedoe, X.S., Holschuh, D.R., Reeves, T.C. (2009). The Interplay of Teaching Conceptions and a Course Management System Among Award-Winning University Professors. In: Orey, M., McClendon, V.J., Branch, R.M. (eds) Educational Media and Technology Yearbook. Educational Media and Technology Yearbook, vol 34. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09675-9_10
Download citation
DOI: https://doi.org/10.1007/978-0-387-09675-9_10
Publisher Name: Springer, Boston, MA
Print ISBN: 978-0-387-09674-2
Online ISBN: 978-0-387-09675-9
eBook Packages: Humanities, Social Sciences and LawEducation (R0)