Qualitative insights from a Canadian multiinstitutional research study: in search of meaningful e-learning

dc.contributor.authorCarter, Lorraine
dc.contributor.authorSalyers, Vince
dc.contributor.authorMyers, Sue
dc.contributor.authorHipfner, Carol
dc.contributor.authorHoffart, Caroline
dc.contributor.authorMacLean, Christa
dc.contributor.authorWhite, Kathy
dc.contributor.authorMatus, Theresa
dc.contributor.authorForssman, Vivian
dc.contributor.authorBarrett, Penelope
dc.date.accessioned2017-03-07
dc.date.accessioned2022-05-28T00:36:36Z
dc.date.available2022-05-28T00:36:36Z
dc.date.issued2014
dc.description.abstractThis paper reports the qualitative findings of a mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions of the benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and webconferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments. Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning a pedagogically meaningful experience for both learners and their teachers.
dc.format.extent356.24 KB
dc.format.mimetypePDF
dc.identifierhttps://doi.org/10.5206/cjsotl-rcacea.2014.1.10
dc.identifier.citationCarter, L., Salyers, V., Myers, S., Hipfner, C., Hoffart, C., MacLean, C., White, K., Matus, T., Forrsman, V., & Barrett, P. (2014). Qualitative insights from a Canadian multi-institutional research study: In search of meaningful e-learning. Canadian Journal of the Scholarship of Teaching & Learning, 5(1), 1-17. doi:10.5206/cjsotl-rcacea.2014.1.10
dc.identifier.urihttps://hdl.handle.net/20.500.14078/705
dc.languageEnglish
dc.language.isoen
dc.rightsAll Rights Reserved
dc.subjecte-learning
dc.subjecthuman connection
dc.subjectdesign
dc.subjectsupport
dc.titleQualitative insights from a Canadian multiinstitutional research study: in search of meaningful e-learning
dc.typeArticle
dspace.entity.type
Files
Original bundle
Now showing 1 - 1 of 1
Loading...
Thumbnail Image
Name:
Qualitative_insights_from_a_Canadian-_2014_roam.pdf
Size:
356.24 KB
Format:
Adobe Portable Document Format
Description: