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Abstract

The effects of three information distribution strategies in a course management system (CMS) on student performance and satisfaction were investigated. Analysis of the data found that the distribution of instructional materials in class resulted in significantly higher student performance on an end-of-the-semester technical knowledge test than when instructional materials were available to students via a CMS either at the beginning of the semester or one week before each of the class sessions in which the materials were to be covered. However, no significant differences were found among the three information distribution strategies on total points earned in the course or on student reactions toward the instructional experience. Possible explanations for these findings and implications of the findings for theory and practice as related to utilizing a CMS in instructional programs in higher education are provided.

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