'The Secret Is the Teacher': The Learners View of Online Learning.

Autor/inn/en	Cashion, Joan; Palmieri, Phoebe
Institution	National Centre for Vocational Education Research, Leabrook (Australia).
Titel	'The Secret Is the Teacher': The Learners View of Online Learning.
Quelle	(2002), (134 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	1-74096-102-1
Schlagwörter	Access to Computers; Access to Education; Case Studies; Comparative Analysis; Computer Mediated Communication; Definitions; Distance Education; Educational Quality; Flexible Scheduling; Foreign Countries; Literature Reviews; Online Courses; Postsecondary Education; Questionnaires; Student Attitudes; Student Motivation; Teacher Attitudes; Teacher Influence; Teacher Student Relationship; Vocational Education; Web Based Instruction; Australia + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Case study; Fallstudie; Case Study; Computerkonferenz; Begriffsbestimmung; Distance study; Distance learning; Fernunterricht; Quality of education; Bildungsqualität; Flexible working hours; Flexible Arbeitszeit; Ausland; Online course; Online-Kurs; Post-secondary education; Tertiäre Bildung; Fragebogen; Schülerverhalten; Schulische Motivation; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausbildung; Berufsbildung; Web Based Training; Australien
Abstract	Learner perceptions of online learning were examined in a study of the views of learners enrolled in online vocational education and training (VET) courses across Australia. Data were collected from the following sources: an online questionnaire completed by 356 students and 63 educators; case studies of 6 VET organizations; and interviews and focus groups conducted in different states across Australia. Seventy-one percent of the responding students believed that they were receiving a high-quality online learning experience. The positive attributes of online learning cited by the students (in descending order of importance) were as follows: flexibility; responsive teachers; materials and course design; access to resources; online assessment and feedback; increase in information technology skills; learning style; interaction with other students; communication; ease of use; and hybrid mix of face-to-face and online learning. The following negative aspects of online learning were also cited: access and technology; lack of self-motivation, time, and self-discipline and problems with the learning approach; assessment; lack of teacher responses; confusion; resources; lack of support; and need for a help desk. (Fifty-two tables/figures are included. The bibliography lists 121 references. The following items are appended: an analysis of the questionnaire; questionnaire results; case studies; and a discussion of issues relating to the research project.) (MN)
Anmerkungen	National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 906; $44.55 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/cgi-bin/getpjm.pl?prID=nr0F03.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC