Course management software adoption: a diffusion of innovations perspective

Kilmon, Carol A.; Fagan, Mary Helen

doi:10.1108/10650740710742736

Cited by 9 publications

(10 citation statements)

References 2 publications

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“…Rather, they integrate CMS features into their teaching approach gradually. Kilmon and Fagan (2007) studied the nature of CMS adoption among faculty in a nursing program. Their findings contained the following three themes on CMS: (1) CMS facilitates course management, (2) CMS improves the communication among students and instructors while used it as a supplement to classroom instruction, and (3) CMS is easy to be used and needs only a minimal training and technical support.…”

Section: The Adoption Of Course Management Systemsmentioning

confidence: 99%

“…For the faculty who are teaching a large classroom‐based course, CMS can be easily used as a communication channel to all students in that class. According to the research findings of Kilmon and Fagan (2007), most faculty members adopted CMS did not need a formal training, or just took a short training session if needed. Although CMS offers many advantages for course management, a person who uses CMS does require advance planning, good organization skills, more attention to details, and improved written communication skills.…”

Section: The Adoption Of Course Management Systemsmentioning

confidence: 99%

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Course Management Systems and Blended Learning: An Innovative Learning Approach

Chou¹,

Chou²

2011

Decision Sci J Innov Edu

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This article utilizes Rogers' innovation-decision process model (2003) and Beckman and Berry's innovation process model (2007) to create an innovative learning map that illustrates three learning methods (i.e., face-to-face learning, online learning, and blended learning) in two types of innovation (i.e., incremental innovation and radical innovation) that exhibits the behavior and dynamics on a two-dimensional area of learning changes (i.e., change in learning model and change in technological infrastructure). The behavior and dynamics of face-to-face, online, and blended learning are depicted in the innovative learning map. Blended learning is identified as a radical innovative learning method in the innovative learning map. A course management system (CMS) is an information and communication technology (ICT) tool that can be used to facilitate and balance communication channel within a blended learning environment. Two propositions are proposed in this article: (1) CMS facilitates communication channel, enhances learning practice for learners and instructors, and is an enabler for blended learning; and (2) adopting CMS is suitable for blended learning practice. A case study to a college System Analysis and Design (SA&D) course reflects that the adoption of CMS in a blended learning environment is acceptable.

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Section: The Adoption Of Course Management Systemsmentioning

confidence: 99%

Section: The Adoption Of Course Management Systemsmentioning

confidence: 99%

Course Management Systems and Blended Learning: An Innovative Learning Approach

Chou¹,

Chou²

2011

Decision Sci J Innov Edu

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“…Most studies on innovations have used two separate perspectives for analysis-adoption and diffusion 4,26 .…”

Section: Theoretical Foundationmentioning

confidence: 99%

Determinants of the Adoption of Human Resources Information Systems in a Developing Country: An Empirical Study

Quaosar¹

2017

ITMR

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This study explores the relationship between innovation, organizational and environmental characteristics, and the adoption of HRIS. After an extensive review of existing literature, a research model and corresponding questionnaire was developed to collect data using purposive sampling method. The targeted companies were located in Dhaka, Bangladesh. Discriminant analysis of the data reveals that relative advantage, compatibility, complexity, top management support, organization size and HRIS expertise are positively related to the adoption of HRIS. The study also examines whether there is a relationship between the extent of HRIS adoption and innovation, organizational and environmental variables. The results indicate that size of organization has a substantial impact on with the extent of HRIS adoption. However, HRIS expertise is only significant in the regression with total number of HRIS applications as the dependent variable. In a developing country scenario, this study has noteworthy theoretical and practical contribution in the field of HRIS.

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“…A follow-up suggestion was to examine the consequence of adoption in environments less favorable than that of this study (Kilmon and Fagan, 2007). For example, use of non-adopting faculty or a technology tool that is more complex might provide an important contrast to these findings.…”

Section: Learning Benefits and Teaching Stylesmentioning

confidence: 99%

“…It was also found that learning was facilitated by interactions between students and content as well as instructors which the LMS promulgated (Liao, 2005). Kilmon and Fagan (2007) examined the consequences that result from a decision to adopt an innovation. The design was a case study based on the DOI framework.…”

Section: Learning Benefits and Teaching Stylesmentioning

confidence: 99%

Technology Use in Higher Education Instruction

Elzarka

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The significance of integrating technology use in higher education instruction is undeniable. The benefits include those related to access to instruction by underserved populations, adequately preparing students for future careers, capitalizing on best instructional practices, developing higher order thinking activities, and engaging students whose relationships with technology are increasingly native, among others. The significance of the current study is based on the fact that few prior studies focused on the factors that support, or inhibit, the use of educational technology by faculty in schools of education. The data collection instrument was a survey designed by the principal investigator based on review of the literature and professional experience. Five constructs were addressed by the survey: institutional policies, belief in the learning benefits, efficacy with integrating technology with content, barriers to technology use, and personal uses of technology. The survey was administered online and targeted 379 full and part time faculty in schools of education throughout the U.S. A total of 203 faculty members responded which was a response rate of 53%. Several path analyses were conducted to determine the variables that most related with the dependent variable, rate of technology adoption for professional instructional purposes. The variable that had the strongest relationship with the adoption rate for professional use was the adoption rate for personal use. This held true for all subgroups except part-time and older faculty. Suggestions for future research include the use of additional data sources to measure the variables described here. Study of the role of institutional policies in technology adoption should consider administrator perspectives in addition to those of faculty. Study of learning benefits should consider students' views in addition to those of faculty. Finally, efficacy variables should consider perspectives of college leaders and administrators.v Acknowledgement

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Course management software adoption: a diffusion of innovations perspective

Cited by 9 publications

References 2 publications

Course Management Systems and Blended Learning: An Innovative Learning Approach

Course Management Systems and Blended Learning: An Innovative Learning Approach

Determinants of the Adoption of Human Resources Information Systems in a Developing Country: An Empirical Study

Technology Use in Higher Education Instruction

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