| Conference Registration WebCT Homepage | |
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| Thursday, July 13, 2006: 2:30 PM-3:45 PM | |||
| Huron Room (Sheraton Chicago Hotel & Towers) | |||
| J-4: Benchmarking CMSs: Faculty Reactions and Perceptions | |||
| Detailed Description: | From the perspective of faculty and instructional designers, this presentation will examine the design and implementation of an e-learning course as an emerging process of deliberations. During this process, faculty are able to craft their own design goals and re-configure the e-learning software to engage learners in their course content. Learn about a model that links faculty’s prior experience, course design goals, service quality, psychological empowerment, usage patterns, and net benefits. | ||
| Presentation Format: | Panel | ||
| Topic: | Empowering educators: Professional development models and methods | ||
| Target Audience: | Course Designers, Faculty and Other Instructors, System Administrators, Senior Administrators, E-learning Managers | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | Elearning has rapidly evolved from the realm of experimenters and early adopters to a strategical component of an institution's educational mission. According to the Ohio's Learning Network's 2005 annual report, faculty have embraced “the use of technology to enhance and extend classroom learning and students [have] responded enthusiastically.” This presentation examines faculty's usage of CMSs, and in particular, the use of WebCT. Building upon the information systems (IS) literature on system success, we adapt DeLone and McLean's IS success model (1992, 2003) of the eLearning context. This application is based on Technology Structuration theory (Orlikowski 1992, 2000), Emergent Knowledge Process (EKP) design theory (Markus, et al's 2002), and Psychological Empowerment (Thomas and Velthouse, 1990). From the faculty's and instructional designers' perspective, we rethink the benchmarking of CMSs, that is, the design and implementation of an eLearning course as an emerging process of deliberations. During this process faculty craft their own work process (design goals) and reconfigure eLearning software to engage learners in their course content. We postulate that faculty's teaching can be empowered by the flexibility of elearning technology and that this is a psychological process. Incorporation of a CMS such as WebCT and its support technology and staff requires institutional services to assist faculty in course design and while teaching online. The model that is presented links faculty's prior experience, course design goals, system reconfigurability, information reconfigurability, service quality, psychological empowerment, usage patterns, and net benefits. A survey was implemented that included fifty-six faculty from a mid-western university that had adopted WebCT in 1999. Results will be shared in our presentation. | ||
| Session Leader: | Dr. Karen I. Rhoda The University of Toledo | ||
| Co-presenters: | Dr. William Doll The University of Toledo Jianfeng Wang The University of Toledo | ||
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