Students' Perceptions of the Value of the Elements of an Online Learning Environment: An Investigation of Discipline Differences
This paper presents a large scale, quantitative investigation of the impact of discipline differences on the student experience of using an online learning environment (OLE). Based on a representative sample of 2526 respondents, a number of significant differences in the mean rating by broad discipline area of the importance of, and satisfaction with, a range of elements of an OLE were found. Broadly speaking, the Arts and Science and Technology discipline areas reported the lowest importance and satisfaction ratings for the OLE, while the Health and Behavioural Sciences area was the most satisfied with the OLE. A number of specific, systematic discipline differences are reported and discussed. Compared to the observed significant differences in mean importance ratings, there were fewer significant differences in mean satisfaction ratings, and those that were observed were less systematic than for importance ratings.
[1] M. F. Salinas, "From Dewey to Gates: A model to integrate
psychoeducational principles in the selection and use of instructional
technology," Computers & Education, vol. 50, pp. 652-660, 2008.
[2] R. West, G. Waddoups, and C. Graham, "Understanding the experiences
of instructors as they adopt a course management system," Educational
Technology Research and Development, vol. 55, pp. 1-26, 2007.
[3] D. Reynolds, D. Treharne, and H. Tripp, "ICT - the hopes and the
reality," British Journal of Educational Technology, vol. 34, pp. 151-
167, 2003.
[4] N. Hammond and C. Bennett, "Discipline differences in role and use of
ICT to support group-based learning," Journal of Computer Assisted
Learning, vol. 18, pp. 55-63, 2002.
[5] S. White and I. Liccardi, "Harnessing Insight into Disciplinary
Differences to Refine e-learning Design," in 36th Annual Frontiers in
Education Conference, San Diego, 2006, pp. 5-10.
[6] G. G. Smith, A. T. Torres-Ayala, and A. J. Heindel, "Disciplinary
Differences in E-learning Instructional Design," Journal of Distance
Education, vol. 22, pp. 63-88, 2008.
[7] R. Woods, J. D. Baker, and D. Hopper, "Hybrid structures: Faculty use
and perception of web-based courseware as a supplement to face-to-face
instruction," The Internet and Higher Education, vol. 7, pp. 281-297,
2004.
[8] Y. Xu and K. A. Meyer, "Factors explaining faculty technology use and
productivity," The Internet and Higher Education, vol. 10, pp. 41-52,
2007.
[9] G. H. Jones and B. H. Jones, "A Comparison of Teacher and Student
Attitudes Concerning Use and Effectiveness of Web-based Course
Management Software," Educational Technology & Society, vol. 8, pp.
125-135, 2005.
[10] M. Novell, X. Jaén, and X. Bohigas, "A review of Computer Supported
Collaborative Learning environments " in 15th EAEEIE Annual
Conference on Innovation in Education for Electrical and Information
Engineering, Sofia, 2004, pp. 63-68.
[11] R. G. Wingard, "Classroom Teaching Changes in Web-Enhanced
Courses: A Multi-Institutional Study," EDUCAUSE Quarterly, vol. 27,
pp. 26-35, 2004.
[12] R. M. Bernard, P. C. Abrami, Y. Lou, E. Borokhovski, A. Wade, L.
Wozney, P. A. Wallet, M. Fiset, and B. Huang, "How Does Distance
Education Compare With Classroom Instruction? A Meta-Analysis of
the Empirical Literature," Review of Educational Research, vol. 74, pp.
379-439, 2004.
[13] A. Kirkwood and L. Price, "Learners and learning in the twenty-first
century: what do we know about students' attitudes towards and
experiences of information and communication technologies that will
help us design courses?," Studies in Higher Education, vol. 30, pp. 257 -
274, 2005.
[14] G. Conole, M. de Laat, T. Dillon, and J. Darby, JISC LXP Student
experiences of technologies - Final report. Bristol: JISC, 2006.
[15] D. M. Holt and D. J. Thompson, "Responding to the technological
imperative: The experience of one open and distance education
institution," Distance Education: An International Journal, vol. 16, pp.
43-64, 1995.
[16] Deakin University. (2009, November 2). Online Technologies in
Courses and Units - Procedure (Online). Available:
http://theguide.deakin.edu.au/TheDeakinGuide.nsf/7264c32fe71924374a
2566f3000a65de/4d252055c8941cfbca256e64000f8bb3
[17] T. Browne, M. Jenkins, and R. Walker, "A longitudinal perspective
regarding the use of VLEs by higher education institutions in the United
Kingdom," Interactive Learning Environments, vol. 14, pp. 177 - 192,
2006.
[18] Deakin University. (2009, November 2). 2008 Pocket Statistics [Online].
Available: http://www.deakin.edu.au/planning-unit/pocket-stats-2008.xls
[19] C. Cook, F. Heath, and R. L. Thompson, "A Meta-Analysis of Response
Rates in Web- or Internet-Based Surveys," Educational and
Psychological Measurement, vol. 60, pp. 821-836, 2000.
[20] S. Palmer and D. Holt, "Online learning environments: same place;
different demographic space?," in 26th Annual Conference of the
Australasian Society for Computers in Learning in Tertiary Education
Auckland: ascilite, 2009, pp. 704-713.
[21] J. P. Merisotis and R. A. Phipps, "What's the Difference? Outcomes of
Distance vs. Traditional Classroom-Based Learning," Change, vol. 31,
pp. 12-17, 1999.
[22] E. Zimmerman and J. Bar-Ilan, "PIM @ academia: how e-mail is used
by scholars," Online Information Review, vol. 33, pp. 22-42, 2009.
[23] N. A. Bereman and J. A. Scott, "Using the Compa-Ratio to Detect
Gender Bias in Faculty Salaries," The Journal of Higher Education, vol.
62, pp. 556-569, 1991.
[24] H. L. Grob, F. Bensberg, and B. L. Dewanto, "Developing, Deploying,
Using and Evaluating an Open Source Learning Management System,"
Journal of Computing and Information Technology, vol. 12, pp. 127-
134, 2004.
[25] S. Lonn and S. D. Teasley, "Saving time or innovating practice:
Investigating perceptions and uses of Learning Management Systems,"
Computers & Education, vol. 53, pp. 686-694, 2009.
[26] R. Higgins, P. Hartley, and A. Skelton, "The Conscientious Consumer:
reconsidering the role of assessment feedback in student learning,"
Studies in Higher Education, vol. 27, pp. 53 - 64, 2002.
[27] M. Weaver, "Do students value feedback? Student perceptions of tutors'
written responses," Assessment & Evaluation in Higher Education, vol.
31, pp. 379-394, 2006.
[28] P. Arlow, "Personal characteristics in college students' evaluations of
business ethics and corporate social responsibility," Journal of Business
Ethics, vol. 10, pp. 63-69, 1991.
[29] C. Emery, T. Kramer, and R. Tian, "Customers vs. products: adopting an
effective approach to business students," Quality Assurance in
Education, vol. 9, pp. 110-115, 2001.
[30] D. L. McCabe, K. D. Butterfield, and L. K. Trevi├▒o, "Academic
Dishonesty in Graduate Business Programs: Prevalence, Causes, and
Proposed Action," Academy of Management Learning & Education, vol.
5, pp. 294-305, 2006.
[31] D. U. Bolliger and O. Wasilik, "Factors influencing faculty satisfaction
with online teaching and learning in higher education," Distance
Education, vol. 30, pp. 103 - 116, 2009.
[1] M. F. Salinas, "From Dewey to Gates: A model to integrate
psychoeducational principles in the selection and use of instructional
technology," Computers & Education, vol. 50, pp. 652-660, 2008.
[2] R. West, G. Waddoups, and C. Graham, "Understanding the experiences
of instructors as they adopt a course management system," Educational
Technology Research and Development, vol. 55, pp. 1-26, 2007.
[3] D. Reynolds, D. Treharne, and H. Tripp, "ICT - the hopes and the
reality," British Journal of Educational Technology, vol. 34, pp. 151-
167, 2003.
[4] N. Hammond and C. Bennett, "Discipline differences in role and use of
ICT to support group-based learning," Journal of Computer Assisted
Learning, vol. 18, pp. 55-63, 2002.
[5] S. White and I. Liccardi, "Harnessing Insight into Disciplinary
Differences to Refine e-learning Design," in 36th Annual Frontiers in
Education Conference, San Diego, 2006, pp. 5-10.
[6] G. G. Smith, A. T. Torres-Ayala, and A. J. Heindel, "Disciplinary
Differences in E-learning Instructional Design," Journal of Distance
Education, vol. 22, pp. 63-88, 2008.
[7] R. Woods, J. D. Baker, and D. Hopper, "Hybrid structures: Faculty use
and perception of web-based courseware as a supplement to face-to-face
instruction," The Internet and Higher Education, vol. 7, pp. 281-297,
2004.
[8] Y. Xu and K. A. Meyer, "Factors explaining faculty technology use and
productivity," The Internet and Higher Education, vol. 10, pp. 41-52,
2007.
[9] G. H. Jones and B. H. Jones, "A Comparison of Teacher and Student
Attitudes Concerning Use and Effectiveness of Web-based Course
Management Software," Educational Technology & Society, vol. 8, pp.
125-135, 2005.
[10] M. Novell, X. Jaén, and X. Bohigas, "A review of Computer Supported
Collaborative Learning environments " in 15th EAEEIE Annual
Conference on Innovation in Education for Electrical and Information
Engineering, Sofia, 2004, pp. 63-68.
[11] R. G. Wingard, "Classroom Teaching Changes in Web-Enhanced
Courses: A Multi-Institutional Study," EDUCAUSE Quarterly, vol. 27,
pp. 26-35, 2004.
[12] R. M. Bernard, P. C. Abrami, Y. Lou, E. Borokhovski, A. Wade, L.
Wozney, P. A. Wallet, M. Fiset, and B. Huang, "How Does Distance
Education Compare With Classroom Instruction? A Meta-Analysis of
the Empirical Literature," Review of Educational Research, vol. 74, pp.
379-439, 2004.
[13] A. Kirkwood and L. Price, "Learners and learning in the twenty-first
century: what do we know about students' attitudes towards and
experiences of information and communication technologies that will
help us design courses?," Studies in Higher Education, vol. 30, pp. 257 -
274, 2005.
[14] G. Conole, M. de Laat, T. Dillon, and J. Darby, JISC LXP Student
experiences of technologies - Final report. Bristol: JISC, 2006.
[15] D. M. Holt and D. J. Thompson, "Responding to the technological
imperative: The experience of one open and distance education
institution," Distance Education: An International Journal, vol. 16, pp.
43-64, 1995.
[16] Deakin University. (2009, November 2). Online Technologies in
Courses and Units - Procedure (Online). Available:
http://theguide.deakin.edu.au/TheDeakinGuide.nsf/7264c32fe71924374a
2566f3000a65de/4d252055c8941cfbca256e64000f8bb3
[17] T. Browne, M. Jenkins, and R. Walker, "A longitudinal perspective
regarding the use of VLEs by higher education institutions in the United
Kingdom," Interactive Learning Environments, vol. 14, pp. 177 - 192,
2006.
[18] Deakin University. (2009, November 2). 2008 Pocket Statistics [Online].
Available: http://www.deakin.edu.au/planning-unit/pocket-stats-2008.xls
[19] C. Cook, F. Heath, and R. L. Thompson, "A Meta-Analysis of Response
Rates in Web- or Internet-Based Surveys," Educational and
Psychological Measurement, vol. 60, pp. 821-836, 2000.
[20] S. Palmer and D. Holt, "Online learning environments: same place;
different demographic space?," in 26th Annual Conference of the
Australasian Society for Computers in Learning in Tertiary Education
Auckland: ascilite, 2009, pp. 704-713.
[21] J. P. Merisotis and R. A. Phipps, "What's the Difference? Outcomes of
Distance vs. Traditional Classroom-Based Learning," Change, vol. 31,
pp. 12-17, 1999.
[22] E. Zimmerman and J. Bar-Ilan, "PIM @ academia: how e-mail is used
by scholars," Online Information Review, vol. 33, pp. 22-42, 2009.
[23] N. A. Bereman and J. A. Scott, "Using the Compa-Ratio to Detect
Gender Bias in Faculty Salaries," The Journal of Higher Education, vol.
62, pp. 556-569, 1991.
[24] H. L. Grob, F. Bensberg, and B. L. Dewanto, "Developing, Deploying,
Using and Evaluating an Open Source Learning Management System,"
Journal of Computing and Information Technology, vol. 12, pp. 127-
134, 2004.
[25] S. Lonn and S. D. Teasley, "Saving time or innovating practice:
Investigating perceptions and uses of Learning Management Systems,"
Computers & Education, vol. 53, pp. 686-694, 2009.
[26] R. Higgins, P. Hartley, and A. Skelton, "The Conscientious Consumer:
reconsidering the role of assessment feedback in student learning,"
Studies in Higher Education, vol. 27, pp. 53 - 64, 2002.
[27] M. Weaver, "Do students value feedback? Student perceptions of tutors'
written responses," Assessment & Evaluation in Higher Education, vol.
31, pp. 379-394, 2006.
[28] P. Arlow, "Personal characteristics in college students' evaluations of
business ethics and corporate social responsibility," Journal of Business
Ethics, vol. 10, pp. 63-69, 1991.
[29] C. Emery, T. Kramer, and R. Tian, "Customers vs. products: adopting an
effective approach to business students," Quality Assurance in
Education, vol. 9, pp. 110-115, 2001.
[30] D. L. McCabe, K. D. Butterfield, and L. K. Trevi├▒o, "Academic
Dishonesty in Graduate Business Programs: Prevalence, Causes, and
Proposed Action," Academy of Management Learning & Education, vol.
5, pp. 294-305, 2006.
[31] D. U. Bolliger and O. Wasilik, "Factors influencing faculty satisfaction
with online teaching and learning in higher education," Distance
Education, vol. 30, pp. 103 - 116, 2009.
@article{"International Journal of Business, Human and Social Sciences:54238", author = "Stuart Palmer and Dale Holt", title = "Students' Perceptions of the Value of the Elements of an Online Learning Environment: An Investigation of Discipline Differences", abstract = "This paper presents a large scale, quantitative investigation of the impact of discipline differences on the student experience of using an online learning environment (OLE). Based on a representative sample of 2526 respondents, a number of significant differences in the mean rating by broad discipline area of the importance of, and satisfaction with, a range of elements of an OLE were found. Broadly speaking, the Arts and Science and Technology discipline areas reported the lowest importance and satisfaction ratings for the OLE, while the Health and Behavioural Sciences area was the most satisfied with the OLE. A number of specific, systematic discipline differences are reported and discussed. Compared to the observed significant differences in mean importance ratings, there were fewer significant differences in mean satisfaction ratings, and those that were observed were less systematic than for importance ratings.
", keywords = "Discipline difference, learning management system, online learning environment, student evaluation.", volume = "4", number = "6", pages = "843-8", }
