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    Differing student views of online learning modes across two programs in an Australian University.

    117263_4718_CWIS Journal Article.pdf (79.08Kb)
    Access Status
    Open access
    Authors
    Dixon, Kathryn
    Pelliccione, Lina
    Dixon, Robert
    Date
    2005
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Dixon, Kathryn and Pelliccione, Lina and Dixon, Robert. 2005. Differing student views of online learning modes across two programs in an Australian University. Campus-Wide Information Systems. 22 (3): pp. 140-147.
    Source Title
    Campus-Wide Information Systems
    DOI
    10.1108/10650740510606135
    ISSN
    10650741
    School
    School of Education
    Remarks

    The definitive version is available from Emerald Group Publishing Limited at: http://www.emeraldinsight.com/1065-0741.htm

    URI
    http://hdl.handle.net/20.500.11937/25321
    Collection
    • Curtin Research Publications
    Abstract

    Purpose: Aims to investigate reactions to online delivery, student perceptions of the rates and depth of participation, and levels of engagement with the learning process in a Western Australian University. Design/methodology/approach: The sample for this study comprised 108 students who were enrolled in both undergraduate and postgraduate programs. An interpretative method was adopted using a case study approach, with groups of internal and external students within one education department. This method was more appropriate than a more quantitative approach. Findings: The results indicated that, while the students were technically competent overall, issues associated with equity and access varied between the groups and also between students enrolled in the same units. The sample had also re-conceptualised the notion of “personal” which moved beyond simple physical proximity to enable the students to create their own community of learners. Originality/value: Addresses the challenge for universities and instructional designers on how to increase the level and depth of interactivity in the online environment to further empower students to become independent learners.

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