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Factors that influence faculty uptake and continued use of course management systems

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Title: Factors that influence faculty uptake and continued use of course management systems
Author: D’Silva, Reginald
Degree: Master of Arts - MA
Program: Teaching English as a Second Language
Copyright Date: 2005
Issue Date: 2009-12-15
Series/Report no. UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/]
Abstract: Course Management Systems (CMS), central to the online learning experience, are instructional tools that offer educators innovative pedagogical choices in delivering classroom content. However, it is critical, for institutions that have recognized learning technologies such as CMS as part of their strategic plans, to be engaged in understanding the issues that surround faculty adoption and use of such technologies. Factors influencing uptake and use of Course Management Systems (CMS) were studied through responses collected from an online survey and subsequent interviews with faculty members at The University of British Columbia (UBC). 43 faculty members from professorial ranks, 33 users and 10 nonusers of WebCT, participated in an online survey. Five users and one non-user, from these participants, were also interviewed. In addition, three administrators, who are in technical support roles, were interviewed. The survey and subsequent interviews were carried out between January and April 2005. Faculty members were from faculties and schools ranging from Arts to the Applied Sciences. A majority of faculty members surveyed rated availability of time, time taken in course set-up and delivery and students' interests as the top three factors that influence uptake and use of CMS. Reliable and effective technical support, technology related factors i.e. complexity or inflexibility of the course management tool and pedagogical implications are also major factors. Faculty members' perceptions, views, and concerns in the uptake and use of CMS were also uncovered through this study.
Affiliation: Education, Faculty of
URI: http://hdl.handle.net/2429/16725
Scholarly Level: Graduate

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