responded that their knowledge about media had
increased, and 60% stated that their skills in Web
page construction had increased as well. Over 95% of
professors predicted they will continue to use CEIBA
in the future. Of the 620 professors who used CEIBA
in spring 2007, about 16% were new users of CEIBA,
about 55% had one to three years of experience, about
22% had four to six years of experience, and only 6%
had over six years of experience.
Function avoidance. Many of the CEIBA functions
are designed to increase student interaction with professors and other students. The table on the preceding
page lists the frequency of the usage of interactive
functions. Many professors reported that they did not
use interactive functions. The results showed the
functions that provide information about the course
were used by over 90% of the professors who participated in the survey. About 85% to 90% of the
responding professors used group email and
announcement boards to disseminate information.
On the other hand, functions that encourage interaction and sharing were not used as often. About 65%
of professors never used chat rooms, homework sharing, or voting functions.
As the case of the NTU illustrates, it is possible to
increase LMS usage by professors from all disciplines. The survey results confirmed previous studies
that showed the most frequently used functions are
not necessarily the technically advanced ones [ 1, 7,
11]. Rather, the functions critical to providing
course information for faculty and students are used
the most. As Laurillard indicated [ 8], university
courses are still dominated by lecturing or information giving. However, instructive design, inclusive
design, and personnel support for systems like
CEIBA can increase users among both faculty and
More recent development of LMS also tends to
focus on more diverse design and personalized services
[ 4, 5]. Given the positive response from the NTU
professors, one can see that it is possible to design an
LMS to meet the needs of faculty members without
extensive computer skills. CEIBA attracted large
number of professors from arts and humanities, and
was widely used across departments and colleges at
Teaching is a complicated process. Instructional
support requires software designers to consider a fuller
scope of instructional process. As Boyd pointed out
[ 2], interaction and thus the cultivation of community is crucial in sustaining and expanding a professor’s academic life. As much as interaction is essential
in F2F instruction, it should be carefully fostered in
Web-based instruction. Therefore, building interaction in class would require a lot more work than to
incorporate interaction tools in a system. An instructionally supportive LMS must build on the faculty’s
understanding and knowledge of instruction.
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HSIU-PING YUEH ( email@example.com) is the associate director for
the Center of Teaching and Learning Development, and an associate
professor at the Department of Agricultural Extension at the National
SHIHKUAN HSU ( firstname.lastname@example.org) is an associate professor at the
Center for Teacher Education at National Taiwan University, Taipei,
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