The search for meaningful e-learning at Canadian universities: A multi-institutional research study

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...

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Autores principales:	Vincent Salyers, Lorraine Carter, Alanna Carter, Sue Myers, Penelope Barrett
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2014
Materias:	e-learning mixed methods navigation design infrastructure support pedagogy Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/716d17c0614b4aebaf9ed45db0589f10
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spelling	oai:doaj.org-article:716d17c0614b4aebaf9ed45db0589f102021-12-02T19:20:54ZThe search for meaningful e-learning at Canadian universities: A multi-institutional research study10.19173/irrodl.v15i6.17131492-3831https://doaj.org/article/716d17c0614b4aebaf9ed45db0589f102014-10-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1713https://doaj.org/toc/1492-3831 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. Vincent SalyersLorraine CarterAlanna CarterSue MyersPenelope BarrettAthabasca University Pressarticlee-learningmixed methodsnavigationdesigninfrastructure supportpedagogySpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 6 (2014)
institution	DOAJ
collection	DOAJ
language	EN
topic	e-learning mixed methods navigation design infrastructure support pedagogy Special aspects of education LC8-6691
spellingShingle	e-learning mixed methods navigation design infrastructure support pedagogy Special aspects of education LC8-6691 Vincent Salyers Lorraine Carter Alanna Carter Sue Myers Penelope Barrett The search for meaningful e-learning at Canadian universities: A multi-institutional research study
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 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.
format	article
author	Vincent Salyers Lorraine Carter Alanna Carter Sue Myers Penelope Barrett
author_facet	Vincent Salyers Lorraine Carter Alanna Carter Sue Myers Penelope Barrett
author_sort	Vincent Salyers
title	The search for meaningful e-learning at Canadian universities: A multi-institutional research study
title_short	The search for meaningful e-learning at Canadian universities: A multi-institutional research study
title_full	The search for meaningful e-learning at Canadian universities: A multi-institutional research study
title_fullStr	The search for meaningful e-learning at Canadian universities: A multi-institutional research study
title_full_unstemmed	The search for meaningful e-learning at Canadian universities: A multi-institutional research study
title_sort	search for meaningful e-learning at canadian universities: a multi-institutional research study
publisher	Athabasca University Press
publishDate	2014
url	https://doaj.org/article/716d17c0614b4aebaf9ed45db0589f10
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The search for meaningful e-learning at Canadian universities: A multi-institutional research study

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