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dc.contributor.advisorHeredia Escorza, Yolandaen
dc.creatorRodríguez Vázquez, Ignacio E.en
dc.date.accessioned2015-08-17T11:33:00Zen
dc.date.available2015-08-17T11:33:00Zen
dc.date.issued2008-01-01
dc.identifier.urihttp://hdl.handle.net/11285/572468en
dc.description.abstractHigher Education Institutions have welcomed Course Management Systems (CMS) along with professors who teach blended courses with the help of this technology. However, while rates of adoption fluctuate among universities, the process of adopting collaboration and communication CMSs features Discussion Board and Messages is slow. Using Rogers diffusion of innovations theory, this research study produced faculty perceptions on two features that, if used correctly and with regularity, may provide the basis to support lifelong learning and student-centered educational approaches. Results indicated Relative Advantage and Trialability were statistically significant predictors of adoption levels for both Discussion Board and Messages according to faculty perceptions. Population of study included faculty adopters of Blackboard at The University of Texas at Brownsville teaching blended courses.
dc.languageeng
dc.publisherInstituto Tecnológico y de Estudios Superiores de Monterrey
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0*
dc.titlePerception and acceptance levels of discussion board and messages by university professors using a course management system for blended coursesen
dc.typeTesis de doctorado
thesis.degree.levelDoctor in Innovative Educationen
thesis.degree.nameDoctoral Program in Innovative Educationen
dc.subject.keywordPerception and Acceptanceen
dc.subject.keywordDiscussion Boarden
dc.subject.keywordCourse Management Systemen
dc.subject.keywordBlended Coursesen
thesis.degree.programUniversidad Virtualen
dc.subject.disciplineCiencias Sociales / Social Sciencesen
refterms.dateFOA2018-03-25T11:33:10Z
refterms.dateFOA2018-03-25T11:33:10Z
html.description.abstractHigher Education Institutions have welcomed Course Management Systems (CMS) along with professors who teach blended courses with the help of this technology. However, while rates of adoption fluctuate among universities, the process of adopting collaboration and communication CMSs features Discussion Board and Messages is slow. Using Rogers diffusion of innovations theory, this research study produced faculty perceptions on two features that, if used correctly and with regularity, may provide the basis to support lifelong learning and student-centered educational approaches. Results indicated Relative Advantage and Trialability were statistically significant predictors of adoption levels for both Discussion Board and Messages according to faculty perceptions. Population of study included faculty adopters of Blackboard at The University of Texas at Brownsville teaching blended courses.


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