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|Title:||Questioning the teacher's comfort zone with online learning: A 4 year case study of students' perceptions of online learning|
|Citation:||Beyond the comfort zone : proceedings of the 21st ASCILITE Conference, Perth, 5-8 December / Roger Atkinson (ed.) : pp. 831-840|
|Conference Name:||Australasian Society for Computers in Learning in Tertiary Education. Conference (21st : 2004 : Perth, Western Australia)|
|Susan J. Shannon|
|Abstract:||Students in a first year course evaluated the contribution to their learning of online technologies over the period 2001-2004 through their Student Evaluation of Learning and Teaching responses. A minimum eighty percent believe that (1) online learning has enhanced their ability to complete tasks, at least 60% believe that (2) online learning has helped their ability to learn independently, and 67% believe that (3) their knowledge of the course was enhanced through the online course experiences. But there has been a very significant decline from 2002 to 2004 in the numbers who believe (1) and (2). There has also been a 20% decrease from 2001 to 2004 in the number who believe that (4) the use of Discussion Boards (assessable and nonassessable) was useful to their learning, and this decline is very significant (p=0.0001). Students’ reasons are explored through qualitative research methods to reveal that students commencing University are seeking social learning experiences which connect them with their fellow learners. An uncomfortable gap between teacher’s valuing and student’s valuing of online learning is exposed – whilst 80% of students perceive that completing tasks was aided by online learning only 66% of teachers at their University believe that overall online learning benefits their students.|
|Keywords:||Online learning; evaluation; students’ perceptions; Discussion Boards|
|Description:||Copyright © 2004 Susan J. Shannon|
|Appears in Collections:||Architecture publications|
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