E-learning and study effectiveness

by Viktorija Sulcic, Dusan Lesjak. The Journal of Computer Information Systems.  Stillwater: Spring 2009. Vol. 49, Iss. 3; pg. 40, 8 pgs.

Abstract

After the initial e-leaming enthusiasm, we have finally reached a stage of sobriety (similar to the burst of the dot.com bubble in business).   In the paper, a case of blended learning approach in higher education is presented that is part of a wider nationally financed research project about ICT and e-learning.  The research results presented in the paper
showed that ICT per se does not improve e-learning effectiveness.  Only the use of different teaching strategies (methods of teaching and learning) from those used in traditional education can improve study effectiveness in e-learning. [PUBLICATION ABSTRACT].

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Student expectations-Report

JISC (Joint Information Systems Committee, UK) has published a research report entitled Great expectations of ICT: How Higher Education institutions are measuring up that investigated first year students’ experiences of ICT use and provision in Higher Education, particularly in light of the expectations which emerged from JISC’s first study in June 2007 and examined whether there is a mismatch between expectations and reality. The research re-visited a cohort of the school and college students who participated in phase one of the research in June 2007 to explore how their current experiences of ICT in their first year of higher education match up with their expectations. A representative sample of first year students from across the UK was also surveyed to identify whether findings emerging from the cohort were reflected across the wider student population. Over 1,000 students were researched using quantitative and qualitative techniques.

Overall, higher education institutions are perceived as providing a basic level of Information and Communications Technology to a good standard. The first study revealed that many students come to higher education with a set of inherent expectations; the follow-up study has showed that these are generally being met.

However, the research identifies that although students (and academics) understand the benefits technology can bring to learning and teaching, not all opportunities are being fully exploited which presents a number of implications for institutions.

Download the full report (pdf)