The search for meaningful e-learning at Canadian universities: a multi-institutional research study
| dc.contributor.author | Salyers, Vince | |
| dc.contributor.author | Carter, Lorraine | |
| dc.contributor.author | Carter, Alanna | |
| dc.contributor.author | Myers, Sue | |
| dc.contributor.author | Barrett, Penelope | |
| dc.date.accessioned | 2017-03-07 | |
| dc.date.accessioned | 2022-05-28T00:36:36Z | |
| dc.date.available | 2022-05-28T00:36:36Z | |
| dc.date.issued | 2014 | |
| dc.description.abstract | While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n = 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended. | |
| dc.format.extent | 317.87 KB | |
| dc.format.mimetype | ||
| dc.identifier.citation | Salyers, V., Carter, L., Carter, A., Myers, S., & Barrett, P. (2014). The search for meaningful e-learning at Canadian universities: A multi-institutional research study. International Review of Research in Open & Distance Learning (IRRODL), 15(6), 313-37. Retrieved from http://www.irrodl.org | |
| dc.identifier.uri | https://hdl.handle.net/20.500.14078/704 | |
| dc.language | English | |
| dc.language.iso | en | |
| dc.rights | Attribution (CC BY) | |
| dc.rights.uri | https://creativecommons.org/licenses/by/4.0/ | |
| dc.subject | e-learning | |
| dc.subject | mixed methods | |
| dc.subject | navigation | |
| dc.subject | design | |
| dc.subject | infrastructure support | |
| dc.subject | flexible learning | |
| dc.title | The search for meaningful e-learning at Canadian universities: a multi-institutional research study | en |
| dc.type | Article | |
| dspace.entity.type |
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