OLES: an instrument for refining the design of e‐learning environments

Pearson, Judy C.; Trinidad, Sue

doi:10.1111/j.1365-2729.2005.00146.x

Cited by 51 publications

(36 citation statements)

References 14 publications

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“…This article has attempted to explore the important breakthroughs and developments regarding the best means of conquering these obstacles and informing future design. What has become clear when the research conducted in post-secondary education settings is surveyed is that a blended approach appears to be achieving the most success in conquering these obstacles (Motschnig-Pitrik;Pearson & Trinidad;Pedro, 2005). E-learning as a component of a more traditional approach to learning in the post-secondary sector presents as the most effective method.…”

Section: Resultsmentioning

confidence: 99%

“…Important breakthroughs and developments regarding the best means of conquering these obstacles have been made in both the corporate and education sectors, many of which have been touched on in the preceding sections. However, what has become clear when the research conducted in post-secondary education settings is surveyed is that a blended approach appears to be achieving the most success in conquering these obstacles (Motschnig-Pitrik;Pearson & Trinidad;Pedro, 2005).…”

Section: Designing An Effective E-learning Programme -Merging the Expmentioning

confidence: 99%

“…Courses where online learning often plays a supportive role have risen in popularity in recent years (Concannon et al, 2005;Cooper et al, 2005;Davies & Graff, 2005;Morris, 2005;Pearson & Trinidad, 2005;Pedro, 2005;Owen et al, 2006). Thalheimer (2003) lists the benefits of these courses and suggests various ways in which the unique strengths of e-learning can be blended with other types of learning, among which are the ability to provide information and pre-questions prior to the primary learning events; to provide reminders and practice in realistic decision making after the primary learning events; to encourage learners to communicate through online threaded discussions or synchronous sessions during and after the primary learning events; to give learners opportunities to ask questions and get feedback from instructors or experts and to allow designers to, instead of creating one long program, create shorter versions that return to the same concepts in engaging ways.…”

Section: Designing An Effective E-learning Programme -Merging the Expmentioning

confidence: 99%

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How Do We Know E-Learning Works? Or Does it?

Lee

Duncan-Howell

2007

E-Learning and Digital Media

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E-learning is an accepted and commonly used component in tertiary education. However, success would appear to remain variable. Effective e-learning is a concept which sometimes eludes even the most reputable of online educators. It is an issue which plagues both the corporate and education fields and which is frequently aggravated by the numerous, often contradictory, studies on the subject. This article seeks to yield the merits of these studies in order to decipher some of the better means of effectively evaluating, designing and managing e-learning programmes and to accurately envisage what the future may hold for the development of online education in the tertiary education sector. It attempts to merge the experiences of the business and education sectors into an effective approach to be used in the design of such programmes and to present guidelines concerning the future of e-learning in tertiary education. E-Learning: a new paradigm for learning in the tertiary education sectorThe impact of new technologies in the education sector has led to the rise of new terms, such as, digital pedagogy, techno-literacy, distributed learning and networked learning to name a few. A key advantage technology presents to the education sector is its ability to be more easily distributed to a wider student cohort in a more interactive form than has been previously available. E-learning is now an accepted component of tertiary education and is no longer limited to external students. It has transformed itself into an integrated component that has given rise to a new paradigm for learning in this sector. However, has e-learning been a worthy addition to tertiary pedagogy? Can it facilitate effective learning strategies? More importantly, is it worthy of the time and expenditure needed for it to be fully implemented in the tertiary sector? As highlighted by analyst Greg Cappelli, universities and other post-secondary institutions are far from being characterised by the 'idealistic notion of operating outside the daily financial grind of revenues, expenses and budgets' (Pittinsky, 2003, p. 41). The tertiary education sector today is a complex business and, like others, is cost-sensitive and eager to utilise the latest technologies to help streamline its operations. With this in mind, many educators have turned to online e-learning in the hope of incorporating a more costeffective means of education. Contrary to popular opinion, however, e-learning can often lead to a rise in costs -in the short term at least. Nevertheless, online e-learning does help widen the scope of education and can prove to be a vital asset, provided, of course, that it is effective. It also has the potential to transform traditional learning scenarios into more flexible learning that promotes lifelong learning (Martinez-Torres et al, 2006). The promotion and facilitation of lifelong learning should be a goal of post-secondary education, and e-learning enables these scenarios to be created and maintained more easily.This concept of effective e-learni...

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Section: Resultsmentioning

confidence: 99%

Section: Designing An Effective E-learning Programme -Merging the Expmentioning

confidence: 99%

Section: Designing An Effective E-learning Programme -Merging the Expmentioning

confidence: 99%

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How Do We Know E-Learning Works? Or Does it?

Lee

Duncan-Howell

2007

E-Learning and Digital Media

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“…The Online Learning Environment Survey (OLES) is a test that assesses participants' actual and preferred experience with components of an online learning module they have recently completed (Pearson and Trinidad 2005). The scale consists of 54 items rated on five-point scales (1 = almost never, 2 = seldom, 3 = sometimes, 4 = often, 5 = almost always).…”

Section: Instrumentationmentioning

confidence: 99%

Undergraduate paramedic students' attitudes to e-learning: findings from five university programs

Williams¹,

Boyle²,

Molloy³

et al. 2011

Research in Learning Technology

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Computers and computer-assisted instruction are being used with increasing frequency in the area of undergraduate paramedic education. Paramedic students' attitudes towards the use of e-learning technology and computer-assisted instruction have received limited attention in the empirical literature to date. The objective of this study was to determine paramedic students' attitudes towards e-learning. A cross-sectional methodology was used in the form of a paperbased survey to elicit students' attitudes to e-learning using three standardised scales. Convenience sampling was used to sample a cross-section of paramedic students at five universities during semester 1 of 2009. The scales used were: the Computer Attitude Survey (CAS), the Online Learning Environment Survey (OLES), and the Attitude Toward CAI Semantic Differential Scale (ATCAISDS). There were 339 students who participated. Approximately onehalf (57.7%) were female and most (76.0%) were under 24 years of age. Moderate results were noted for the CAS general and education subscales. The CAS results were broadly corroborated by the OLES, although a statistically significant difference between participants preferred and actual results on the OLES Computer Usage subscale identified that participants would prefer to use computers less than they actually do. Similarly, the ATCAISDS found participants were largely ambivalent towards computers. As paramedic degree programs continue to emerge and develop, careful consideration should be given to the usability and utility of various e-learning approaches.

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“…Over the past decades, web-based learning has become a critical issue in education due to the large amounts of information and recourses available in online environments [1], [2]. In the light of technological development the role of the teacher changed from traditional aspect to a professional role that associated with technological development.…”

Section: Introductionmentioning

confidence: 99%