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    Constructing meaning for online learning: Messages from the field

    117257_4724_PEL04252.pdf (101.1Kb)
    Access Status
    Open access
    Authors
    Dixon, Kathryn
    Pelliccione, Lina
    Date
    2004
    Type
    Conference Paper
    
    Metadata
    Show full item record
    Citation
    Dixon, Kathryn and Pelliccione, Lina. 2004. Constructing meaning for online learning: Messages from the field, in Jeffery, P.L. (ed), Proceedings of the AARE 2004 Annual International Education Research Conference: Positioning Education and Research, Nov 28-Dec 2 2004, pp. 1-15. Melbourne, Vic: Association for Research in Education.
    Source Title
    AARE 2004 International Education Research Conference
    Source Conference
    AARE 2004: Positioning Education and Research
    Additional URLs
    http://www.aare.edu.au/publications-database.php/1474/constructing-meaning-for-online-learning-messages-from-the-field
    Faculty
    Faculty of Humanities
    School
    Humanities-Faculty Office
    Remarks

    The link to the Australian Association for Research in Education AARE's home page is: http://www.aare.edu.au/pages/index.asp

    URI
    http://hdl.handle.net/20.500.11937/37127
    Collection
    • Curtin Research Publications
    Abstract

    Online learning has been a powerful by-product of the ‘network age’, yet current education practices are still grappling with the most effective way to tap into this valuable resource. This paper reports on a series of investigations which aimed to provide a greater understanding of online learning through the eyes of higher education students in two very distinct courses (undergraduate and postgraduate). The study involved two stages of investigation. Survey instruments were designed specifically for each stage. Stage one focused ultimately on the student’s reactions to online delivery, their rates and depths of participation in this environment, and their levels of engagement in the learning process. The aim of stage two was to identify their prior experience and perceptions of online learning environments. The findings revealed that students are entering the University as technically competent and confident people who expect to utilise technology in their learning environment. Students in both groups indicated that the most important feature of the opportunity to work online was the flexibility this approach allowed in terms of being able to study in their own time and in other environments such as home. They also identified that this mode of delivery enabled them to enhance their learning.

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