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This chapter examines student responses to the usefulness of online course materials available through WebCT in an introductory accounting unit. Of particular importance was whether students felt that WebCT provided the key interactive opportunities for effective teaching and learning as outlined by Moore (1993). Results showed that students overwhelmingly felt that WebCT was useful and provided efficient interactions between the content and the learner. WebCT also has the potential for effective interactions between the instructor and the learner. Among learners, however, these are yet to be fully realized. Given the dearth of research in this area, the findings have implications for faculty members, students, and university administrators.

Hybrid course delivery combines conventional face‐to‐face instruction with distance education in the same course. At Rowan University in Glassboro, New Jersey, WebCT course management software is used in graduate library science courses to mitigate the effects of commuting and to integrate use of the Internet in teaching. Each WebCT course has its own password‐protected Web site for faculty and student use, providing access to lecture notes and class discussion from a distance, as well as other uses. Use of WebCT allows flexibility and continuity for all class members.

In the light of the acceleration in the international and local information and knowledge revolution, the University of Stellenbosch (US) has introduced an e‐learning strategy to gain maximum benefit from the developments in information technology. In support of this strategy, the US has implemented WebCT as an electronic course management system. Subsequent consultations have revealed doubt among accounting lecturers and students about the effectiveness of WebCT assessment of tests in Financial Accounting. The purpose of the study was therefore to investigate this perception on the basis of the available literature, our own experience, categories of student learning and feedback from students. The WebCT assessment function was also contrasted with traditional assessment methods. It was concluded that although WebCT is not a quick fix, it could be implemented successfully in bigger classes, provided that innovative lecturers are responsible for these classes.

WebCT has been used to support traditional teaching techniques for the entire 1997‐98, and half of the 1998‐99, academic years. It was used within the structure of over 60 courses (enrolling a total of more than 1,000 students) in the English, Theology, Modern Languages, Nursing, Occupational Therapy, Management Information Systems, Law, Pharmacy, Medicine, and Business programs. Concerned with the impact WebCT might have within a traditionally oriented liberal arts teaching environment, the author explored the views of the students, rather than the faculty and system administrators, who were required to use the WebCT tools in their classes. Data from students addressing the use of WebCT in their classes are now available for three full semesters, providing an expanded assessment over earlier findings. The ramifications of the use of WebCT as a course adjunct and course presentation tool are addressed based upon the data collected from Creighton University students over the past 18 months of WebCT use.

The purpose of this paper is to investigate the factors that determine the acceptance of the WebCT learning system among students of the faculties of Business and Education Sciences at the University of Huelva, and to verify the direct and indirect effects of these factors.

A total of 226 students at the University of Huelva completed a survey questionnaire measuring their responses to six constructs which explain the system usage in the context of e‐learning: technical support (TS); computer self‐efficacy (CSE); perceived ease of use (PEOU); perceived usefulness (PU); attitude (A); and system usage (SU). Structural equation modelling (SEM) was employed for modelling and data analysis.

The most significant results point to the need to rethink the original structural model in terms of the relations of certain variables, although the authors also establish the importance of the direct effect of technical support on perceived ease of use and perceived usefulness among the students. The authors also confirm that WebCT usage and acceptance is directly influenced by perceived usefulness and indirectly by perceived ease of use.

The findings in this study have implications for the virtual learning systems managers at the University of Huelva, and for other universities that use online tuition systems. This paper reflects a lack of technical support which students need to use WebCT more efficiently and shows that training courses and technical assistance for students must be extended.

Although multiple studies examine institutional transitions of learning management systems (LMS) or compare their merits, studies examining students' free choice of access on parallel LMSs for the same course are absent from the literature. In order to investigate usage in a free‐choice situation, identical content was posted at the same time to two different LMSs in a large enrollment class with a diversity of majors.

Two prevalent LMSs were utilized in the study: WebCT, which was in existence at a university‐wide level previously, and Moodle, which will become the new university‐wide system in the 2012‐13 academic year onwards. Both student self‐reports and LMS log usage data were analyzed. LMS preferences and usage groups were categorized.

Although this inquiry revealed that most students chose to use the WebCT system (85 per cent WebCT users, 15 per cent Moodle users; both self‐reported and log‐verified), the reasons given for WebCT preference pertained largely to habit and that most other courses are using the WebCT LMS. In contrast, the reasons given for using Moodle spoke directly to the attributes of the LMS itself, namely the interface quality and the way it is organized.

This study indicates that institutions should look beyond student usage patterns in making LMS choices, and that LMS quality is sometimes, and perhaps unfortunately, overshadowed by student habit and familiarity.

The purpose of this paper is to discuss the findings of a faculty survey, collaborative efforts between the Library, the Information Technology Services, and the School of Nursing at Auburn University at Montgomery, and methods to persuade faculty to deliver the Library to their students using WebCT.

A survey was distributed to 102 faculty with WebCT shells residing on the campus server. Follow‐up interviews were conducted, and the Library's server log was examined to determine the number of referrals to the Library originating from WebCT. A case study using the recommendations is included.

Research was limited to a single university campus. Similar studies elsewhere would likely support the need for librarian involvement in course management system supported courses.

While a small percentage of faculty actually linked to the Library, a significant number indicated interest in doing so. Increase in Library access through School of Nursing WebCT courses supports the conclusion that librarians must be proactive in developing collaborations.

Similar collaborative efforts and the methods suggested in this paper can be used by librarians elsewhere to promote library use and development of information literacy skills utilizing campus course management systems.

This paper indicates that faculty are willing to integrate the campus library into their courses if they are educated about the process, and it offers suggestions for reaching faculty.

This paper sets out to highlight conclusions from computer‐supported cooperative work (CSCW) research, which are relevant to e‐learning environments, in this case, WebCT.

The paper analyses the CSCW literature and identifies the main findings relating to the use and acceptance of collaborative technologies. These findings are applied to the analysis of 65 free‐form accounts of the use of WebCT obtained from student users in a higher education institution.

The challenges to cooperative work tools widely demonstrated within the CSCW research community since the early 1990s are alive and well in the context of e‐learning technology more than ten years later. In particular, there is strong evidence of discrepancies in benefits for different stakeholders, the need for a critical mass of users, and problems with lack of fit with social norms.

Conclusions are based on computing students from one institution, but there is no reason to believe that the sample is atypical.

The conclusions identify a need for stakeholder involvement in the introduction of e‐learning environments in the tradition of participative design.

The paper brings well‐established findings from the CSCW community to the e‐learning domain.

As the use of Web‐based learning technologies to supplement college classroom instruction has increased, a key issue for faculty members is how to entice their students to accept these technologies. Research suggests that student experience with the technologies may influence their acceptance. The technology acceptance model was used as a framework to study the effect of student experience with Web‐based learning technologies on their acceptance of those technologies. Analysis showed that experience with the technology positively influenced perceived ease of use. Perceptions of ease of use and usefulness positively influenced attitudes towards the technology. Attitude positively influenced intention to use, and intention positively influenced usage. Results suggest that as student experience with a technology increases, they perceive it to be easier to use and more useful, and therefore, are more likely to use it. When introducing the technology, instructors should emphasize how easy the technology is to use and how useful it is in improving grades.

To outline the structure and development of a library‐based Virtual Learning Environment (VLE) training programme at Waterford Institute of Technology (WIT) and to describe its origins, implementations and long‐term goals. To explain why WIT Libraries was prepared to diversify from its traditional role and to take on the challenges involved in this project.

Case study report on the VLE training initiative as it has progressed at WIT. Describes WIT Libraries' experience as the main instigator of the WebCT training programme at WIT and questions whether or not this has been an effective medium for the introduction of WebCT to WIT.

Concludes by stating that the Library Unit is capable of implementing a varied, diverse and successful VLE programme. Stresses the importance of the personnel involved to the success of the project to date.

The project is still at an early stage of development. The study provides a short‐term view of one small academic library service's experience of implementing a VLE. No full‐scale user survey has been conducted to date.

This account of WIT Libraries” experience of working with a VLE is likely to be a useful source of practical information for libraries in similar positions, of similar scale, faced with similar challenges.

Offers practical solutions for libraries in similar positions. The successful diversification of the traditional library role is likely to be of interest to all members of the library profession.