Search results for: E-learning

Research suggests that at least half of all students enrolled in online courses are not course completers. Obviously, increasing the percentage of program completers in the distance learning environment is essential. This article details a proven and comprehensive system to achieve this objective, using the authors' experiences at Purdue University Calumet in Hammond, Indiana, as a framework.

The purpose of this study was to discover why students participate in online courses, what their perception of integrity of the courses, and whether they would participate again in online instruction. Data was gathered from a west coast private postsecondary institution through the use of a survey. The results of the survey paint a picture showing students’ desire for flexibility outweighing the apparent need for instructor and peer interaction as one of the driving reasons behind enrollment in an online course. The quality of course content was additionally reported.

Recent Internet developments and advances in networking have encouraged students' collaboration with other students and instructors, increased students' access to experts, and provided an array of learning resources. However, the potential of technology to transform the teaching and learning environment is still far from being realized in institutions of higher education. The e-learning program within the Masters Degree (MSc) Program in Education and Training Management in the School of Education Studies at Dublin City University (DCU) is attempting to realize that potential by integrating technology with active learning activities in an online learning community. Using examples drawn from a cohort of students working their way through the Emerging Pedagogies module, I demonstrate how information and communication technologies, and online discussions in particular, can be used to help students recognize and examine the values that underlie their teaching and learning, thereby enhancing their personal knowledge base for professional practice.

The article explores how the interrelated areas of policy contexts, new learning cultures and the consumption of information and information technology can be explored in the understanding, deployment of technology, and cyber studies. What takes place in online learning and teaching environments is shaped by the logics and practices of technologies and their role in the production of new consumer cultures.