In a recent EDUCAUSE Center for Applied Research Bulletin "Student Experiences with Course Management Systems", Judith Borreson Caruso, University of Wisconsin-Madison, draws on the results of several research studies that are centered on the student experience with CMS. Because course management systems such as Blackboard, WebCT, Angel, Desire2Learn, have similar features, what do students value most?
Here are some of the findings:
In many studies, students most valued the ability of a CMS to keep track of grades on assignments and tests. The next favorite feature was to have access to sample exams and quizzes.
A problematic function in a CMS is the online discussion section. Students report that they had mixed feelings about the value of these discussions if the discussions were perceived as "busy work" or if "engaging discussions" don't take place. They were however "pleased when a robust discussion happened online and carried into the classroom" and found "a well-administered online discussion was very useful."
In a Project cms@wbw 2003 report, 60% or more of the students reported the following as the top learning benefits of a CMS:
- Access to sample exams and quzzes for learning purposes
- Access to audio/video materials
- Sharing materials among students
- Online readings and links to other text-based course materials
Caruso points out that at this time "CMS is laregly perceived as valuable because it reduces the 'administrivia' associated with collegiate learning and enhances feedback (better access to faculty, grades, exams scores, and so forth)."
Unfortunately the bulletin also demonstrates that the "interactive elements of a CMS" are little used and when used, get "mixed results." Caruso suggests that to use a CMS as a "learning platform", will require a "maturation in the pedagogies with which they are bundled."
According to Caruso, the real potential for course management systems to "increase student engagement in course subject matter" will require more" exploration and integration in the curriculum" if CMS is ever going to be more than a digital repository for files and course-related content.
Here are some of the findings:
In many studies, students most valued the ability of a CMS to keep track of grades on assignments and tests. The next favorite feature was to have access to sample exams and quizzes.
A problematic function in a CMS is the online discussion section. Students report that they had mixed feelings about the value of these discussions if the discussions were perceived as "busy work" or if "engaging discussions" don't take place. They were however "pleased when a robust discussion happened online and carried into the classroom" and found "a well-administered online discussion was very useful."
In a Project cms@wbw 2003 report, 60% or more of the students reported the following as the top learning benefits of a CMS:
- Access to sample exams and quzzes for learning purposes
- Access to audio/video materials
- Sharing materials among students
- Online readings and links to other text-based course materials
Caruso points out that at this time "CMS is laregly perceived as valuable because it reduces the 'administrivia' associated with collegiate learning and enhances feedback (better access to faculty, grades, exams scores, and so forth)."
Unfortunately the bulletin also demonstrates that the "interactive elements of a CMS" are little used and when used, get "mixed results." Caruso suggests that to use a CMS as a "learning platform", will require a "maturation in the pedagogies with which they are bundled."
According to Caruso, the real potential for course management systems to "increase student engagement in course subject matter" will require more" exploration and integration in the curriculum" if CMS is ever going to be more than a digital repository for files and course-related content.
