The learning management system (LMS) has become a critical tool for nearly all institutions of higher education, and a driving force in online learning. According to a 2014 report by the Educause Center for Analysis and Research, 99% of higher education institutions have an LMS in place, and the LMS is used by 85% of faculty and 83% of students. This was not always the case, however. There was a time in the not-so-distant past when using an LMS was considered highly innovative. Understanding the growth and adoption of the LMS is a stepping stone to understanding how faculty may choose to adopt other technological and pedagogical innovations. This study was conducted at a large, research-intensive public university in the Midwest, which has used the same LMS for 15 years. From a small pilot, adoption has grown to nearly universal use. This study used system logs and database queries to examine how faculty used the LMS. The results identified the features that were used most frequently and how usage had changed over time. In addition, the study compared the usage data for face-to-face and online courses to determine if there are differences in LMS use due to course modality. Based on this, it is possible to better understand the role the LMS plays in higher education and online learning, to inform development of next generation learning systems or other innovative technologies.

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Abstract-Due to the increasing popularity of Massive Open Online Courses (MOOCs) more faculty and institutions are exploring MOOCs. Faculty often seek help from campus units such as Faculty Development centers to handle the complexity of factors involved in planning, designing, developing and delivering MOOCs. As a result, Faculty Development centers should be ready to prepare faculty for teaching a MOOC. In this paper, a number of recommendations, based on research and experience, for faculty development staff to follow in helping faculty plan and design a MOOC, and organizational issues to consider are summarized.Index Terms-Faculty development, instructional design, MOOC.

Purpose – As faculty professional development increasingly occurs online and through social media, it becomes challenging to assess the quality of learning and effectiveness of programs and resources, yet it is important to evaluate such initiatives. The purpose of this paper is to explore how one faculty development center experimented with using analytics to answer questions about the use and effectiveness of its web and social media resources. Design/methodology/approach – The case study was based on direct observation of the center’s practice and review of selected data generated by the analytic tools. Findings – Unfortunately, while some analytics are available from a variety of sources, they are often distributed across tools and services. The center developed an analytics strategy to use data from Google Analytics and social media reporting tools to assess the use of online and social professional development resources. Initial results show that the center’s online and social professional development resources are widely used, both within and outside the university. However, more work is necessary to improve the strength and scope of the available analytics. Practical implications – As a result of the analysis, the center has streamlined online resources, targeted social media use, and has begun developing methods to allow faculty to report online resource use as professional development for academic personnel purposes. Originality/value – Many faculty development centers have not explored methods of evaluating online and social media resources. This paper outlines a strategic evaluation plan to measure the usage of online resources as well as engagement and interaction through social media.

Veterans with PTSD often have substantial interpersonal difficulties and low levels of social support, which puts them at increased risk of mortality, but few treatments address global social impairment for veterans with PTSD. This study is a pilot randomized trial of Acceptance and Commitment Therapy to Improve Social Support for Veterans with PTSD (ACT-SS), a psychotherapy that targets social avoidance and eroded social relationships, compared to Person-Centered Therapy (PCT), a non-directive psychotherapy. Participants were randomized to twelve sessions of either ACT-SS (n = 21) or PCT (n = 19). The results showed that veterans with PTSD had high ratings of satisfaction for both treatments. Contrary to the PCT group, participants in the ACT-SS group showed a significant improvement in the quality of social relationships, engagement in social and leisure activities, and PTSD symptoms from the baseline assessment to the end of treatment and a three-month follow-up. Veterans in the ACT-SS group, but not the PCT group, also showed significant improvements in mindfulness and valued living and a reduction in experiential avoidance from baseline to the end of treatment, with sustained improvements in valued living at the three-month follow-up. Overall, the present study demonstrated the feasibility, acceptability, and positive preliminary outcomes of ACT-SS for veterans with PTSD.