The effects of three information distribution strategies in a course management system (CMS) on student performance and satisfaction were investigated. Analysis of the data found that the distribution of instructional materials in class resulted in significantly higher student performance on an end-of-the-semester technical knowledge test than when instructional materials were available to students via a CMS either at the beginning of the semester or one week before each of the class sessions in which the materials were to be covered. However, no significant differences were found among the three information distribution strategies on total points earned in the course or on student reactions toward the instructional experience. Possible explanations for these findings and implications of thefindings for theory and practice as related to utilizing a CMS in instructional programs in higher education are provided.
In recent years colleges and universities have made substantial investments in tools to facilitate the integration of technology into instruction. One of the tools being widely embraced by institutions of higher learning is web-based course management systems (CMSs). A 2003 report indicated that more than 80 percent of U.S. colleges and universitieswere utilizing CMSs (Harrington, Gordon, & Schibik, 2004). The cost of CMSs is significant, with many institutions spending millions of dollars on CMS development, licensing, faculty training, and student support services (Sausner, 2005). The University of Michigan, for example, recently estimated that it will spend approximately $6.8 million dollars over a three-year period on the development of a customized CMS.
Surely, that level of expenditure is expected to reap rewards in terms of improving the quality of student learning and performance. Indeed, Sausner (2005) quotes the Vice President and CIO of the University of Cincinnati, Fred Siff, as stating that “the money [spent on CMSs] is inconsequential compared to the value and the importance because you’re finally affecting the classroom.” This statement sounds impressive, but makes one wonder how these web-based course management systems are affecting the classroom andwhether those effects have a positive impact on student performance and satisfaction.