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About Online Courses at ECSU


Tired of Making Copies the Old Way?

A course management system is a great tool for delivering online course material to students. You can easily manage your content, assignments, grades, and quizzes with virtually no paper copies! You can also take advantage of online discussion groups, chat, and file sharing to make communication more efficient and increase class productivity.

The course management system handles the majority of the design and programming, allowing you to focus on course development. You still have design choices, but the hard stuff is done for you. Students benefit by being in closer contact with their professors, having the ability to submit homework online, and having access to the assignments, syllabus, and materials 24/7. Group projects are infinitely easier now that you don't have to meet somewhere. Travel time and scheduling conflicts are eliminated when you use the group discussion tool to do the majority of the project development.

We hope you enjoy using the course management system here at Eastern and should you need help please use our Support Form. Before you do, please attempt to use the information on this site. You will find that the most common problems are addressed here.

Post Implementation Review of the Introduction of WebCT at Eastern
Douglas Michele, under the supervision of Dr. Doncho Petkov (Business Administration Department), conducted a qualitative study of the implementation of WebCT at Eastern. The report analyzes the usage of WebCT among faculty and students within the University, the organizational structures and procedures established to implement WebCT as well as its impact on the teaching practices. The executive summary is online at http://kb.easternct.edu/article.asp?article=1153&p=8 and the entire report is at http://kb.easternct.edu/article.asp?article=1154&p=8

 



"In the winter of 1813 & 14, during my first college vacations, I attended a mathematical school kept in Boston by the Rev. Francis Xavier Brosius... On entering his room, we were struck at the appearance of an ample black board suspended on the wall, with lumps of chalk on a ledge below, and cloths hanging at either side. I had never heard of such a thing before. There it was—forty-two years ago—that I first saw what now I trust is considered indispensable in every school—the black board—and there that I first witnessed the process of analytical and inductive teaching."

—Samuel J. May, abolitionist, 1855