Many tertiary institutions tout their implementation of e-learning technology as a way to lure prospective students, and promised implementation of e-learning strategies in college programs is crucial for securing valuable federal government grants. At the core of most e-learning strategies is the institution’s course management system (CMS). A CMS facilitates efficient course management, increased learning outcomes, and greater student autonomy. However, getting faculty and staff to adopt the CMS has proved challenging (Black, Beck, Dawson, Jinks & DiPietro, 2007). This project is considering how e-learning administrators at a private university in Tokyo can both encourage their faculty to utilize their CMS and provide sufficient training in how to apply the CMS tools in their language courses. Applying a modified technology acceptance model (TAM) (Alharbi & Drew, 2014), teachers in an English as a lingua franca program were asked to share their opinions about the Blackboard? CMS...
