Raturi, Shikha (2019) Gauging the extent of online practices along the eLearning continuum. Technology Instruction Cognition and Learning, 11 (4). pp. 303-334. ISSN 1540-0182
Full text not available from this repository.Abstract
Higher education institutions around the world are embracing computer-assisted learning and instruction practices creating four distinct learning environments namely: print, face-to-face, blended and online. This study assessed current online practices in all the four learning environments concurrently at both undergraduate and graduate levels at the University of the South Pacific. It explores the reasons for students’ actions/inactions and perceptions towards the current online practices in the different learning environments. A total of 975 learners (873 undergraduates and 72 postgraduates) participated in a survey with closed and open-ended questions. The findings reveal learners’ reasons for embracing computer-assisted learning and instruction practices despite their high satisfaction with face-to-face learning environments as reported in an earlier study. The ‘course structure’, ‘use of discussion forum for asynchronous interaction’, ‘learner support’ and the need for ‘eLearning awareness’ emerged as crucial points for consideration. Unlike other studies, this study provides insight into print and face-to-face learning environments as well highlighting importance learners place on the integration of technology in each of these learning environments. The findings of this study have implications for institutions/organisations around the world along the eLearning continuum, particularly if they have a diverse student population.
| Item Type: | Journal Article |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Faculty of Arts, Law and Education (FALE) > School of Education |
| Depositing User: | Fulori Nainoca - Waqairagata |
| Date Deposited: | 06 Feb 2020 03:51 |
| Last Modified: | 06 Feb 2020 03:51 |
| URI: | http://repository.usp.ac.fj/id/eprint/11960 |
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