Abstract
When a student commences a course of study that includes an online component the initial feedback academics receive can reflect their fear of the online concept, their bias against the use of technology, as well as difficulties they may have encountered with using the supporting technologies rather than with online learning per se. In second semester 2002, an evaluation of an online unit in the B. Computing was conducted at the end of the semester to gain a better understanding of students’ perceptions of online learning as well as the effectiveness of the technologies that support these activities. We report some preliminary results from the evaluation. Initial indications are that poor first impressions are reflected in students’ perceptions of the overall online learning experience. We highlight some areas, normally considered outside the immediate domain of eLearning, that must be attended to in order to minimise the potential negative impact on students, maximise the benefits of learning online and improve the learning experience for students.
The original version of this chapter was revised: The copyright line was incorrect. This has been corrected. The Erratum to this chapter is available at DOI: 10.1007/978-0-387-35700-3_33
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© 2003 IFIP International Federation for Information Processing
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Coldwell, J., Wells, J. (2003). Students’ perspective of online learning. In: Davies, G., Stacey, E. (eds) Quality Education @ a Distance. IFIP — The International Federation for Information Processing, vol 131. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-35700-3_11
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DOI: https://doi.org/10.1007/978-0-387-35700-3_11
Publisher Name: Springer, Boston, MA
Print ISBN: 978-1-4757-1039-7
Online ISBN: 978-0-387-35700-3
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