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Students’ Perceptions of the Value of the Elements of an Online Learning Environment: An Investigation of Discipline Differences

Students’ Perceptions of the Value of the Elements of an Online Learning Environment: An Investigation of Discipline Differences

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Sp100323 Presentation Transcript

  • 1. Students’ Perceptions of the Value of the Elements of an Online Learning Environment: An Investigation of Discipline Differences
    Dr Stuart Palmer and Dr Dale Holt
    Institute of Teaching and Learning
    Deakin University
    Australia
  • 2. Introduction
    Online learning environments (OLEs) are perhaps currently the most widely used and most expensive educational technology tool
    Research into the ways of knowing and ways of teaching suggest fundamental differences between discipline areas, yet much of the research into online learning seems to assume no influence from discipline context or other demographic characteristics of system users
  • 3. Context – OLEs at Deakin University
  • 4. Context – OLEs at Deakin University
    Eventually settled on WebCT LMS
    Branded as DSO – ‘Deakin Studies Online’
    2003 – trialled
    2004 – all online activity moved to LMS
    2004 – all taught units to have a basic online presence
    2004 – all programs to contain one wholly online unit
  • 5. Project rationale
    This investigation focuses on the 2526 responses obtained from students at Deakin University, seeking to identify what elements of the OLE were valued and used most by students
    The investigation seeks to provide a quantitative analysis of the perceptions of an OLE from a comparatively large sample of students, and to highlight any influence of discipline variables on these perceptions
  • 6. Methodology
    The DSO evaluation survey sought responses from students relating to:
    demographic and background information
    perception of importance and satisfaction with a range of OLE elements
    a number of overall OLE satisfaction measures
    open-ended written comments about the OLE
  • 7. Response rate and demographic information
  • 8. Mean Importance and Satisfaction ratings
  • 9. Mean Importance and Satisfaction ratings
  • 10. The Importance-Satisfaction grid
  • 11. A – Arts
    B – Business and Law
    E – Education
    H – Health & Behavioural Sciences
    S – Science & Technology
  • 12. A – Arts
    B – Business and Law
    E – Education
    H – Health & Behavioural Sciences
    S – Science & Technology
  • 13. Comparisons of equality of mean ratings between disciplines
  • 14. Comparisons of equality of mean ratings between disciplines
  • 15. Number of high and low ratings by discipline area
  • 16. Number of high and low ratings by discipline area
  • 17. Number of high and low ratings by discipline area
  • 18. 10. Accessing lecture notes/
    tutorial notes/lab notes
    A – Arts
    B – Business and Law
    E – Education
    H – Health & Behavioural Sciences
    S – Science & Technology
  • 19. 11. Contacting your lecturer via
    internal unit messaging
    A – Arts
    B – Business and Law
    E – Education
    H – Health & Behavioural Sciences
    S – Science & Technology
  • 20. 15. Contributing to discussions
    16. Reading contributions
    to discussions
    A – Arts
    B – Business and Law
    E – Education
    H – Health & Behavioural Sciences
    S – Science & Technology
  • 21. 18. Working collaboratively
    in a group
    A – Arts
    B – Business and Law
    E – Education
    H – Health & Behavioural Sciences
    S – Science & Technology
  • 22. 20. Submitting assignments
    A – Arts
    B – Business and Law
    E – Education
    H – Health & Behavioural Sciences
    S – Science & Technology
  • 23. Observations
    A number of significant differences were observed between discipline areas in the mean student ratings of importance and satisfaction with elements of an OLE
    The most systematic differences were observed in the mean ratings of importance, suggesting that these are the ‘real’, or at least espoused, differences between the discipline areas
  • 24. Thank you for your time