Research and innovation in teaching and learning are prime

Online learning continues to be among the fastest-growing sectors of higher education. K-12 teachers and education professionals outside of the K-12 classroom are among the consumers taking interest in online learning. With many opportunities for technology-enriched learning, educators are becoming more interested in educational technology programs that will provide them with credentials necessary to serve in the growing areas of educational technology incorporation and online learning. A degree program in educational technology was established that offered classes through a variety of delivery methods. Classes were delivered in face-to-face, online, and hybrid formats. Hybrid classes were offered with some portions online, some face-to-face and, in some cases, twoway, interactive video. To address needs for an increasing number of students who traveled for some distance to participate in the degree program, the faculty began moving the entire program online. Two classes were particularly difficult to move to an online format. These two design and development tools classes required the learning of skills related to specific software packages that were unfamiliar to most students. The classes required much practice with the software packages and much instructor support that included demonstration of skills and troubleshooting during the learning process. Material published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact

Course management systems (CMS) are becoming widely used throughout all levels of education. This alone makes research on the impact of course management systems an effective instruction paramount. Therefore, the purpose of this study was to examine the relationship between self report use of the CMS, e-Class and students’ perception at Democritus University of Thrace. Participants were two hundred eleven (n=211) undergraduate students, between the ages from 19-24 years old. One hundred fifteen (71.1%) of the participants were male and sixty one were female (28.9%). Data was collected using an online questionnaire during one week period. Pearson correlation coefficients was conducted to determine what relationships exist among the self report of e-Class use and the five dimensions that were used to assess the students ’ perceptions in online courses (including participation, educational material, usefulness, user control and interaction). The results of the correlational analyses identified a significant negative correlation between the self report of e-Class use and students’ perception in each dimension of the survey. These finding suggest that the higher the e-Class use, the lower the evaluation of students ’ perception. Further research is needed to see if this relationship exists with other student populations enrolled in other online courses. Keywords students ’ perception; online learning; course management system; online courses; higher education 1.