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

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.