Abstract:

The line between face-to-face teaching and distance teaching is blurring day by day. Instructors using some technologies like internet, mail services, Web 2.0 products like blogs and wikis. Also CMS (Course Management System) and LMS (Learning Lanagement System) is a popular form of distributing content, and they have useful tools for interaction, reporting, evaluation etc. Since there are some ambiguities on definitions for LMS and CMS, generally they refer to the same meaning. So this study presents some definitions for CMS and LMS with the differences of them. But main goal of this study is to present some models and approaches for the instructors' usage levels of C/LMS, according to literature, rather than definitions. Because having a C/LMS is becoming a starting point to e-learning or distance learning for many universities. As they are most widely used tools by universities, they must be assessed if they are used effectively and adopted by instructors. This study includes models and approaches for instructors’ usage levels of C/LMS. Firstly Zemsky and Massy’s (2004) adoption cycles of e-learning, secondly Malikovski et al (2007) feature usage model, and the lastly Jonassy’s Model for Evaluating C/LMS Faculty Usage in Higher Education Institutions (Janossy, 2008) are examined by order.

Keywords:

CMS, LMS, e-learning, instructurs, adoption, descriptive, professional, development.