research proposal 2003

8/9/2019 Research Proposal 2003

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Research Proposal

By

G.P.H.Kandambi

FGS/02/25/01/2008/018

1

MBA Kelaniya - Pramudith Kandambi



Research Title

³Factors affecting to Faculty Uses andimproving instruction in a online

Course Management System in Sri

Lankan Universities´.

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Area

Introductionx What is Course Management Sy stem (CMS)

About Research

Background Stud y Research Questions

Research O bjectives

Methodolog y Data collection

Limitations of Research

References

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Introduction

What is Course Management Sy stem (CMS)

An online software system that is specifically designed for faculty and students to use in teachingand learning.

W ebCT, Blackboard, LearningSpace, moodle, e-tutorand eCollege

course content organization / presentation/

communication tools/ student assessment tools/grade book tools/ manage class materials andactivities

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About Research

W hat are course management systems, and why should higher education leaders be interested inhow faculty members use them?

Course management systems play anincreasingly critical role in higher education¶s

technology infrastructure in the world.

Now it began to spread through the Sri Lankanuniversities as well.

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About Research Cont..

Making course management systems available foruse by faculty and students raises such challenges

and questions as which products to adopt, how to provide them to faculty, how to maximize their effectiveness.

This research study seeks to answer some of thesequestions and address some of those gaps in ourknowledge by exploring how Universitise in SriLanka faculty members use course managementsystems.

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About Research Cont..

factors that drive faculty to

adopt course management systems, what motivates them to increase or decrease their

use of these tools,

how faculty members use the technology.

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Background Study

Colleges and universities are placing greater emphasis on increasingonline education offerings (Kraemer, 2003; Morris, Xu & Finnegan,2006).

each year institutions of higher education have offered more courses

that are fully online as well as more that are blended or hybrid indesign format (Hoskins & van Hooff, 2005).

Morgan¶s 2003 study of course management system use in theUniversity of W isconsin system for EDUCAUSE provides background for studies of faculty and course management systems.

From the faculty perspective, course management software is usedto provide a way to teach basic skills so that class time can be usedfor more advanced instruction (Kraemer, 2003),

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Background Study Cont..

Sneller (2004) and Suen (2005) suggested that well-designed online courses tend to follow Chickering and

Gamson¶s (1987) seven principles of good practice inundergraduate education:

(1) good practice encourages student-faculty contact; (2) good practice encourages cooperation among students; (3) good practice encourages active learning; (4) good practice gives prompt feedback ; (5) good practices emphasizes time on task ; (6) good practice communicates high expectations and (7) good practice respects diverse talents and ways of

learning.

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Background Study Cont.. Since Sri Lankan universities were not engage with this kind of

research it is unable to get literature support from Sri Lanka. Theresearchers had formed several questions based on the literaturefrom overseas:

(1) W hat motivated faculty members to use course managementsystems?

(2) W hat CMS tools did faculty members use, and how did they usethem?

(3) W hat, in the minds of the faculty, constituted a µsuccessful¶ onlinecourse?

(4) How did faculty members assess learning online, beyond grades? (5) W hat differences were demonstrated in CMS uses in varying delivery

methods? (6) How did faculty members use the CMS to reflect on content and

instructional practices? (7) W hat factors did faculty want addressed to foster further acceptance

and continued use of the CMS?

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Research Question(1) W hat motivated faculty members to use course management systems?

(2) W hat CMS tools did faculty members use, and how did they use them?

(3) W hat, in the minds of the faculty, represent a µsuccessful¶ online course?

(4) How did faculty members assess learning online, beyond grades?

(5) W hat differences were demonstrated in CMS uses in varying delivery

methods?

(6) How did faculty members use the CMS to reflect on content andinstructional practices?

(7) W hat factors did faculty want addressed to foster further acceptance andcontinued use of the CMS?

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Research ObjectivesO bjectives of the current study can be stated as general objective and specific objectives.

General O bjective

Is to find Factors that affecting to Faculty Uses and improving instruction ina online Course Management.

Specific O bjectives

Find the Factors motivated faculty members to use course management

systems. Find faculty usage of the course management systems. Find W hat CMS tools did faculty members use? Find How did faculty members use the CMS to reflect on content and

instructional practices? Find W hat factors did faculty want addressed to foster further acceptance

and continued use of the CMS?

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Methodology

R esearcher will select three faculties that UsesCourse Management Systems for

MBA Kelaniya, Faculty of Management Studies,University of Colombo,Sri Lanka Institute of Information Technology,

Since MBA Kelaniya was not introduced a CMS,researcher will introduce a Course ManagementSystem for MBA Kelaniya.

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Data collection

Data collection is based on two separate medium.

Trough Online Course Management Systemusing User Log.

Trough Interactive Session.

Questionnaire Interview

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Data Collection

Population

CourseManagement System users in University inSri lanka.

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Sample selectionUniversity 3 Kelaniya Colombo SLIIT

No of Faculties 4

Industrial management

Dept, Sceince Faculty

1 1MBA Keleniya ±Faculty

of Management Studise

No of Students

from 1batch300 100 100 100

Lectures 246male

6 female

3 male

3 female

3 male

3 female

Administrators 6Dean / Head of the

Department

Dean / Head of the

Department

Dean / Head of

the Department

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Hypothesis

Find the Factors motivated faculty members to use coursemanagement systems.

Faculty usage of the course management systems is very low

Find W hat CMS tools did faculty members use?

W hat factors did faculty want addressed to foster furtheracceptance and continued use of the CMS?

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Data Processing method

After data collecting through the questionnaire,

data were edited, coded, classified,

and put into a table

and those things were done in manually and

information was properly extracted andtransfers to the total worksheet.

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Limitations of Research

Only 3 Universities will selected

Small sample will be taken. Size of sample is small due to limited time.

No R esearch available from this topic in SriLankan context.

No research grant is allocated. All software is Free and open source.

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References GlendaMorgan, Faculty Use of CourseManagement SystemsR esearch Study from the, EDUCAUSE Center for

AppliedR esearch ,University of W isconsin System Volume 2, 2003

GlendaMorgan, How Do Faculty Use CourseManagement Systems? A Modular Approach

Learning Technology Analyst

KevinOliver ,John Moore Faculty R ecommendations for W eb Tools: Implications for CourseManagementSystems Curriculum and Instruction Journal of Computing in Higher Education

Spring 2008, Vol. 19(2), 3-24.. North Carolina State University

Terrance Harrington-University of Alabama at Birmingham ,Marilyn Staffo -The University of Alabama ,VivianH. W right-The University of Alabama.Faculty Uses of and Attitudes toward a CourseManagement System inImproving Instruction

W illiam H. R ice I V Moodle E-Learning Course Development A complete guide to successful learning usingMoodle

Harvey Singh, Building Effective Blended Learning Programs November - December 2003 Issue of EducationalTechnology, Volume 43, Number 6, Pages 51-54.

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References cont«

Ullman, C., & R abinowitz,M. (2004). Course management systems and the reinvention of instruction.R etrieved December 21, 2006, from http:// thejournal.com.the/printarticel/?id=17014

Advances in Online Student Advising. (Aug. 2004). Online Classroom, 7, (7). R etrieved April 10, 2008fromhttp://vnweb.hwwilsonweb.com/hww/jumpstart.jhtml?recid=0bc05f7a67b1790e8bd354a88a41ad89a928d23360302a49d504574665568f5b7ddfb88d5e2e5f2d&fmt=H

Dearnley, C. (Apr. 2003). Student support in open learning: Sustaining the process. InternationalR eview of R esearch in Open and Distance Learning. 4, (1). R etrieved April 10, 2008 fromhttp://www.irrodl.org/index.php/irrodl/article/view/132/212

DeMoraes,M.,Matuzawa, C.R .P.F.L., & Fiuza, P.J. (Apr. 2003). Supporting distance students using theInternet: A Brazilian experience. International R eview of R esearch in Open and Distance Learning. 4(1). R etrieved April 10, 2008 from http://www.irrodl.org/index.php/irrodl/article/view/120/200

Gaide, S. (Aug. 2005). Seven steps to meeting the technical needs of online students. DistanceEducationR eport. 9(16),4-5.

Michalicek, G. (April 15, 2004). Online course provides one-stop, just-in-time student support. DistanceEducation R eport. 8 (8), 8.

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research proposal 2003

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