A critical evaluation of students' attitudes to electronic learning at the University of Chester

Hdl Handle:
http://hdl.handle.net/10034/66897
Title:
A critical evaluation of students' attitudes to electronic learning at the University of Chester
Authors:
Rayner, Linda A.
Abstract:
The research described in this thesis reports the results of a study into the adoption of e-learning strategies based on the use of the World Wide Web (WWW) and Internet. Through an extensive and critical literature review, it exemplifies how higher education uses intranets to deliver learning and support services to their student population. The overall aim of this research was to investigate how e-learning at the University of Chester might more effectively support students' learning needs, thereby improving their experience of e-learning. Students were given a mode of study, either face-to-face (64 subjects) or experimental using online intranet delivery (66 subjects). The course used for this study was a 13 week, Level Two undergraduate computer course taken by non-computing students. Quantitative and qualitative data were collected and analysed. The results reveal significant differences between the performance of the e-learning and face-to-face groups with e-learning students performing poorly when compared to their face-to-face peers. A lack of responsiveness in tutor support and student motivation were established as being major contributing factors as well as differences in the students' individual learning profiles. The research concludes that e-learning, although promoted as being anytime and anywhere is limited in its flexibility and responsiveness in the context in which it was assessed. Most e-learning activities at the University of Chester can be described as 'one size fits all'. They require students to read printed text, carry out further work, research or exercises, and post written comments to a discussion board. There is little evidence that individual student needs and preferences are being considered or supported. With the move towards blended learning in educational institutions, e-learning strategies are being used as a regular part of the curriculum to enhance the student experience. This research provides alternatives for the development and delivery of more individually tailored e-learning courses and provides strategies for supporting students in virtual environments more effectively. The thesis concludes by proposing a new model for e-learning based on these results coupled with a self-critical review and proposals for further research.
Advisors:
Shaylor, Jan P.; Wheeler, Timothy J.
Publisher:
University of Liverpool (Chester College of Higher Education)
Publication Date:
Jan-2007
URI:
http://hdl.handle.net/10034/66897
Type:
Thesis or dissertation
Language:
en
Description:
The appendices are not included due to data protection issues.
Appears in Collections:
Theses

Full metadata record

DC FieldValue Language
dc.contributor.advisorShaylor, Jan P.en
dc.contributor.advisorWheeler, Timothy J.en
dc.contributor.authorRayner, Linda A.en
dc.date.accessioned2009-05-01T14:10:06Zen
dc.date.available2009-05-01T14:10:06Zen
dc.date.issued2007-01en
dc.identifieruk.bl.ethos.440760en
dc.identifier.urihttp://hdl.handle.net/10034/66897en
dc.descriptionThe appendices are not included due to data protection issues.en
dc.description.abstractThe research described in this thesis reports the results of a study into the adoption of e-learning strategies based on the use of the World Wide Web (WWW) and Internet. Through an extensive and critical literature review, it exemplifies how higher education uses intranets to deliver learning and support services to their student population. The overall aim of this research was to investigate how e-learning at the University of Chester might more effectively support students' learning needs, thereby improving their experience of e-learning. Students were given a mode of study, either face-to-face (64 subjects) or experimental using online intranet delivery (66 subjects). The course used for this study was a 13 week, Level Two undergraduate computer course taken by non-computing students. Quantitative and qualitative data were collected and analysed. The results reveal significant differences between the performance of the e-learning and face-to-face groups with e-learning students performing poorly when compared to their face-to-face peers. A lack of responsiveness in tutor support and student motivation were established as being major contributing factors as well as differences in the students' individual learning profiles. The research concludes that e-learning, although promoted as being anytime and anywhere is limited in its flexibility and responsiveness in the context in which it was assessed. Most e-learning activities at the University of Chester can be described as 'one size fits all'. They require students to read printed text, carry out further work, research or exercises, and post written comments to a discussion board. There is little evidence that individual student needs and preferences are being considered or supported. With the move towards blended learning in educational institutions, e-learning strategies are being used as a regular part of the curriculum to enhance the student experience. This research provides alternatives for the development and delivery of more individually tailored e-learning courses and provides strategies for supporting students in virtual environments more effectively. The thesis concludes by proposing a new model for e-learning based on these results coupled with a self-critical review and proposals for further research.en
dc.language.isoenen
dc.publisherUniversity of Liverpool (Chester College of Higher Education)en
dc.subjecte-learningen
dc.subjectUniversity of Chesteren
dc.titleA critical evaluation of students' attitudes to electronic learning at the University of Chesteren
dc.typeThesis or dissertationen
dc.publisher.departmentUniversity of Chesteren
dc.type.qualificationnamePhDen
dc.type.qualificationlevelDoctoralen
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