E-learning is being utilized in a number of educational programs worldwide. It overcomes drawbacks that are inherent to traditional classroom teaching, especially its lack of flexibility in the use of resources, including space and time scheduling. However, e-learning is not popularly adopted by learners as compared to traditional learning. This study aims to compare teacher and student perceptions about the factors influencing choice of e-learning over traditional learning in higher education, and the factors which enrich the attractiveness of an e-learning course.
A qualitative methodology was adopted in this study. The research utilized a semi-structured interview technique to collect data contrasting and comparing the views of 18 students and 12 teachers about the factors affecting the selection of e-learning over traditional learning and the constituents of an attractive e-learning course.
Results show that whilst students and teachers have a broadly similar view of what factors affect the choice on mode of studies, there are differences in some aspects to those factors which constitute an attractive e-learning course. Comparison revealed that from a student perspective the instructional design and online interaction were key attributes of an interesting e-learning course. In contrast, teachers argued that in addition to instructional design, personal interaction and student supports are also important factors to constitute an attractive e-learning course. These findings may be useful for education administrators to plan and implement e-learning strategies, to increase the adoption of e-learning and thus promote e-learning courses to the market.
|Keywords:||E-learning, Higher Education, Students, Teachers|
PhD student, International Graduate School of Business, University of South Australia, Adelaide, Australia
Course Coordinator: Managing Communication in Business, School of Management, University of South Australia, Adelaide, Australia
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