Adoption and Application of CMS: Crucial Steps for an Effective E-Learning Component

Brett Milliner and Travis Cote
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Brett Milliner: The Center for English as a Lingua Franca, Tamagawa University, Machida, Japan
Travis Cote: The Center for English as a Lingua Franca, Tamagawa University, Machida, Japan

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2016, vol. 6, issue 3, 54-67

Abstract: Many tertiary institutions tout their implementation of e-learning technology as a way to lure prospective students, and promised implementation of e-learning strategies in college programs is crucial for securing valuable federal government grants. At the core of most e-learning strategies is the institution's course management system (CMS). A CMS facilitates efficient course management, increased learning outcomes, and greater student autonomy. However, getting faculty and staff to adopt the CMS has proved challenging (Black, Beck, Dawson, Jinks & DiPietro, 2007). Applying a modified technology acceptance model (TAM) (Alharbi & Drew, 2014), teachers in a university-level English language program were asked to share their opinions about the Blackboard® CMS. This study reports on faculty application of the Blackboard CMS, faculty perceptions of the Blackboard CMS according to a TAM analysis, and presents steps for augmenting the effective use of the CMS in all English courses.

Date: 2016
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