A Study of Students’ Perceptions of Course Management Systems in Hospitality Programs: A Case of Blackboard System in the United States

2014 ◽  
Vol 26 (2) ◽  
pp. 45-54 ◽  
Author(s):  
Kwang-Ho Lee ◽  
Dae-Young Kim
Keyword(s):  
United States ◽  
The United States ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Blackboard System

Incorporating “World View” into the LMS or CMS is Best

2012 ◽  
pp. 1220-1231
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

Incorporating “World View” into the LMS or CMS is Best

2011 ◽  
pp. 326-337
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

Incorporating “World View” into the LMS or CMS is Best

2012 ◽  
pp. 71-80
Author(s):  
Katherine Watson
Keyword(s):  
United States ◽  
Subject Matter ◽  
World View ◽  
Learning Management Systems ◽  
The United States ◽  
Management Systems ◽  
Course Management ◽  
Educational Materials ◽  
Linguistic Relativism ◽  
Different Cultures

“Linguistic relativism” leads people of different cultures to define, explain, and even see reality in images framed by their diverse languages. The most readily available and commonly used online educational materials are often scaffolded in unyielding structures shrouded in American standards and expectations. These Americano-centric course management and learning management systems render subject matter design and delivery, as well as assignment formulation, scheduling, and grading, difficult for educators who understand the importance of imbuing their materials with atypical alternative views of reality expressed in the worldviews of languages and cultures beyond the borders of the United States.

scholarly journals Central Queensland University's Course Management Systems: Accelerator or brake in engaging change?

2005 ◽  
Vol 6 (1) ◽  
Author(s):  
Jeanne McConachie ◽  
Patrick Alan Danaher ◽  
Jo Luck ◽  
David Jones
Keyword(s):  
International Students ◽  
Online Survey ◽  
Systems Approach ◽  
Management Systems ◽  
Course Management Systems ◽  
Course Management ◽  
Drivers Of Change ◽  
Domestic Students ◽  
Survey Results ◽  
Strategic Position

<p> Central Queensland University (CQU) is a highly complex institution, combining campuses in Central Queensland and distance education programs for Australian domestic students with Australian metropolitan sites for international students and a number of overseas centres, also for international students. In common with many other universities, CQU has recently reviewed its course management systems (CMSs). In doing so, CQU has signalled its desired strategic position in managing its online learning provision for the foreseeable future.</p> <p>This paper analyzes that strategic position from the perspective of the effectiveness of CQU’s engagement with current drivers of change. Drawing on online survey results, the authors deploy Introna’s (1996) distinction between teleological and ateleological systems to interrogate CQU’s current position on CMSs – one of its most significant enterprises – for what it reveals about whether and how CQU’s CMSs should be considered an accelerator of, or a brake on, its effective engagement with those drivers of change. The authors contend that a more thorough adoption of an ateological systems approach is likely to enhance the CMS’s status as an accelerator in engaging with such drivers. </p> <P><STRONG>Keywords: </STRONG>Australia, course management systems, enterprise systems, open and distance learning, teleological and ateleological systems<BR> </P>

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