Faculty Adoption, Application, and Perceptions of a CMS in a University English Language Program

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Author(s): Brett Milliner (Tamagawa University, Japan)and Travis J. Cote (Tamagawa University, Japan)
Copyright: 2018
Pages: 15
Source title: Handbook of Research on Integrating Technology Into Contemporary Language Learning and Teaching
Source Author(s)/Editor(s): Bin Zou (Xi’an Jiaotong-Liverpool University, China)and Michael Thomas (Liverpool John Moores University, UK)
DOI: 10.4018/978-1-5225-5140-9.ch008

Keywords: Educational Technologies / Information Science Reference / Literacy and Language Studies / Media & Communications

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Abstract

Central to most e-learning strategies is the course management system (CMS). While a CMS has the potential to facilitate better course management, enhance learning, and encourage student autonomy, reports indicate that faculty are slow to adopt a CMS, and yet others claim most faculty are not using a CMS to its potential. This chapter considers teachers in a university English program who were surveyed about their perceptions of the Blackboard CMS using the technology acceptance model (TAM) and data from usage logs were analyzed to appraise actual CMS application. While the teachers had an overwhelmingly positive view of the CMS, their utilization of Blackboard was limited or unsophisticated. As e-learning coordinators in the English program, the authors are interested in increasing CMS adoption and developing a robust e-learning component in the curriculum.

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Faculty Adoption, Application, and Perceptions of a CMS in a University English Language Program

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