What Campus-Based Students Think about the Quality and Benefits of E-Learning

Autor/inn/en	Concannon, Fiona; Flynn, Antoinette; Campbell, Mark
Titel	What Campus-Based Students Think about the Quality and Benefits of E-Learning
Quelle	In: British Journal of Educational Technology, 36 (2005) 3, S.501-512 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2005.00482.x
Schlagwörter	Learning Experience; Educational Technology; Internet; Instructional Design; Distance Education; Educational Quality; Foreign Countries; Student Attitudes; Accounting; Teaching Methods + Suchen Sie Ihr Suchwort? Lernerfahrung; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Distance study; Distance learning; Fernunterricht; Quality of education; Bildungsqualität; Ausland; Schülerverhalten; Abrechnung; Buchführung; Buchhaltung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	There is a trend in Irish universities to utilise the benefits of the e-learning as a mechanism to improve learning performance of campus-based students. Whilst traditional methods, such as face-to-face lectures, tutorials, and mentoring, remain dominant in the educational sector, universities are investing heavily in learning technologies, to facilitate improvements with respect to the quality of learning. The technology to support reuse and sharing of educational resources, or learning objects, is becoming more stable, with interoperability standards maturing. However, debate has raged about what constitutes effective use of learning technology. This research expands upon a study carried out in 2003 examining students perceptions of e-learning in a large undergraduate accounting class environment. As a result, improvements were made to the instructional design of the course, to enable students to engage interactively with content. The subsequent study, reported in this paper, adopted a broad range of techniques to understand students learning experience in depth. The findings of this research provide an insight into how these students really work and learn using technologies, if at all. It is hoped that our findings will improve the experience for both students and lecturers who engage in teaching and learning through this medium. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10