Salyers Vince (author); Carter Lorraine (author); Carter Alanna (author); Myers Sue (author); Barrett Penelope (author)
Date issued
2014
Description
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...
Carter Lorraine (author); Salyers Vince (author); Myers Sue (author); Hipfner Carol (author); Hoffart Caroline (author); Maclean Christa (author); Matus Theresa (author); Forssman Vivian (author); Barrett Penelope (author)
Date issued
2014
Description
This 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...
