Putting design into practice: formal specification and the user interface
Formal methods in human-computer interaction
CHI '95 Conference Companion on Human Factors in Computing Systems
Aesthetics and apparent usability: empirically assessing cultural and methodological issues
Proceedings of the ACM SIGCHI Conference on Human factors in computing systems
User interface directions for the Web
Communications of the ACM
Web teaching guide: a practical approach to creating course Web sites
Web teaching guide: a practical approach to creating course Web sites
Computer literacy and application via distance e-learning
Computers & Education
Computers in the Schools - The Web in higher education: assessing the impact and fulfilling the potential. Part I
Web Design: The Complete Reference
Web Design: The Complete Reference
Assessing a Firm's Web Presence: A Heuristic Evaluation Procedure for the Measurement of Usability
Information Systems Research
Web Site Usability, Design, and Performance Metrics
Information Systems Research
Factors influencing the usage of websites: the case of a generic portal in The Netherlands
Information and Management
Journal of Management Information Systems - Special section: Navigation in information-intensive environments
The effect of motivational scaffolding on procrastinators' distance learning outcomes
Computers & Education
Foundation for the Study of Computer-Supported Collaborative Learning Requiring Immersive Presence
Journal of Management Information Systems
The DeLone and McLean Model of Information Systems Success: A Ten-Year Update
Journal of Management Information Systems
Information Resources Management Journal
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This study explores whether learning management systems (LMSs) enable faculty course developers to use the reconfigurable characteristics of the software to implement the seven principles of effective teaching (Chickering & Gamson, 1987). If LMSs are to be considered pedagogically effective, these systems must help engage faculty in effective teaching practices. A model is presented that contends: (1) faculty course developers' perceptions of interface reconfigurability, interaction reconfigurability, and content reconfigurability of the software facilitate LMS use for effective teaching practices and (2) the LMS use to implement these effective teaching practices enhances faculty perceived benefits. The model is tested using a sample of 379 faculty respondents. The results suggest that all three system reconfigurability dimensions have significant impacts on helping faculty use LMS to implement effective teaching practices. Interaction reconfigurability has the strongest relationship with the seven principles. The theoretical and practical implications of the findings are discussed.