Student Attitudes toward Web-Enhanced Instruction in an Introductory Biology Course

Sanders, Diana W.; Morrison-Shetlar, Alison I.

doi:10.1080/08886504.2001.10782313

Cited by 146 publications

(92 citation statements)

References 9 publications

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“…Wells, de Lange and Fieger (2008) found that the use of technology in educational settings assists in the achievement of learning outcomes. Buzzetto-More (2008) and Sanders & Morrison-Shetlar (2002) report that student attitudes toward technology are influential in determining the educational benefits of online learning resources and experiences. Research conducted by Perera and Richardson (2010) suggests that the quality of the actual time spent online may be influential on learning outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

Student Engagement with Online Resources and Its Impact on Learning Outcomes

Wong

2013

JITE:IIP

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Executive SummaryThere is an increasing demand and expectation for universities to incorporate greater levels of technology into the design and delivery of their curriculum. From an academic perspective, it is of significant interest to determine whether the increased use and availability of online teaching resources have made a positive impact on students' academic performance and whether this is reflected in improved learning outcomes. This paper reports on the findings from a survey of first-year accounting students to assess the level of student engagement with online learning resources. The results indicate that, despite having three new online options readily available via WebCT, students expressed strong support for the traditional face-to-face approaches delivery as the more effective learning options. To determine whether the access to additional online resources had any impact in assisting the students' learning in this subject and potentially affecting their assessment outcomes, a review was conducted to compare the overall pass rates attained. It was found that the period in which the improvement was most significant coincided with the availability of online recordings lectures and tutorials. An investigation of WebCT Course Management Statistical Tools revealed a positive relationship between the level of student engagement with online resources and their overall academic result. Across the key online activities measured, the time spent on each activity was considerably longer for the High Distinction students in comparison to failed students. The analysis of the results has been beneficial in identifying the online learning resources that are most useful in supporting student learning and provide guidance for further enhancement to the design and delivery of e-learning content in this subject.Keywords: student engagement, online resources, technology, learning outcomes, e-learning IntroductionThe continual emergence of new technologies has placed academic staff under increasing pressure to react to these substantial changes within a very short and often unrealistic time-frame. As stated by Bates and Poole (2003, p.xiii), one of the major challenges of teaching with technology is that "you cannot possibly keep up with the technology. The paradox of technology enhanced education is that technology changes very rapidly and human beings change very slowly." This paper is written from the viewpoint of the coordinator of an introductory accounting subject. The students enrolled in this compulsory first-year accounting subject are a very diverse group comprising accounting and non-accounting students from a broad spectrum of business degrees which range from music through toMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. Permission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantag...

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Section: Literature Reviewmentioning

confidence: 99%

Student Engagement with Online Resources and Its Impact on Learning Outcomes

Wong

2013

JITE:IIP

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“…These findings compliment earlier studies such as Buzzetto-More and Sweat-Guy (2007), Caruso and Kvavik (2005), Rivera, McAlister, and Rice (2002), and Berube, Murray, and Schultz (1999) who suggest that there exists a greater acceptance of the online mode of instruction as an adjunct to learning. Proponents of web-based teaching and learning suggest that providing useful and relevant information about the course content correlates positively with student satisfaction and participation (Sanders & Morrison-Shetlar, 2002). Overall, students were satisfied with the course Website (47.9% agree and 42.9% strongly agree), found the course Website to be a helpful resource (50% agree and 40% strongly agree), used the course Website to understand course information (39.1% agree and 27.0% strongly agree), and regularly used the course Website to answer their questions (40.6% agree and 26.1% strongly agree).…”

Section: Resultsmentioning

confidence: 99%

“…Wernet, Olliges, and Delicath (2000), who surveyed students who used WebCT in a social work course, found that all of the respondents considered the online course materials beneficial to their overall learning experience. Sanders and Morrison-Shetlar (2002) examined student attitudes with regard to the Web-enabled learning component in a general biology course for undergraduate non-majors. Their results showed a positive effect on student learning, problem-solving skills, and critical thinking skills, with females responding more positively than males.…”

Section: Literature Reviewmentioning

confidence: 99%

“…The importance of technological preparedness, willingness, and the overall mindsets of students has also been acknowledged by educators as playing a crucial role in both the hybrid and online learning equations. Further, Sanders and Morrison-Shetlar (2002) cited the importance of student attitudes toward technology as a significant determining factor in the educational benefits of online learning resources and experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

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Student Perceptions of Various E-Learning Components

Buzzetto-More

2008

Proceedings of the 2008 InSITE Conference

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Learning that is facilitated by electronic technologies, otherwise known as e-Learning, can be either fully online, mixed mode (also known as hybrid), or web assisted; however, regardless of the delivery method, there are numerous tools and features at the disposal of students and instructors, and it is important for the e-learning community to examine both preferences and usage of these features. This paper presents the findings of a comprehensive study that examined the elearning perceptions and preferences of students enrolled at a historically black university. During this study a series of courses were specially designed to be intensive hybrid learning experiences. The Blackboard CE 6 Course Management System was adopted and paper-less learning experiences created. The results of the analysis indicate that students find course Websites to be helpful resources that enhance the understanding of course content, and that these Websites will continue to have an impact on higher education in the future. The examination of individual e-learning components indicated that students responded favorably to most available features. The strongest preference noted in this study was towards the online submission of assignments, with students overwhelmingly noting that they like having the ability to check their assignment grades online.

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“…However, the literature also reflected that case studies and asynchronous discussions included in online courses can encourage students to apply critical thinking skills (Buzzetto-More, 2008;Sanders & Morrison-Shetlar, 2002). In a study of MBA students, Hay, Peltier, & Drago (2004) presented a reflective learning framework.…”

Section: Assertion 7: Online Students Do Not Use Critical Thinking Skmentioning

confidence: 99%

A Longitudinal Comparative Study of Student Perceptions in Online Education

Mortagy

Boghikian-Whitby

2010

IJELL

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This paper, a subset of a larger experimental longitudinal study, compared students' perceptions over-time of an e-learning environment. This paper includes an investigation of eight beliefs corresponding to three main categories; course activities, interactions with instructors, and interactions with other students. Both face-to-face and online students' perceptions were measured over eight years, in a course designed using Chickering's Seven Principles of Good Practices and the constructivist approach to course activities. The study found that there was a change over time in students' perceptions and that the students included in the study were satisfied with course activities and interactions with other students. Additionally, the data indicates that online students believe faculty have high expectations and are available to interact, communicate, and present quality feedback to students. The findings of the paper support the opinion that in order to ensure a return on student's online education investment, colleges and universities should consider following research-based validated frameworks and benchmarks during the planning, designing, delivering, and assessing of online education. The success of an online course depends on effective course design using a student-centered model, delivery, and assessment.

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Student Attitudes toward Web-Enhanced Instruction in an Introductory Biology Course

Cited by 146 publications

References 9 publications

Student Engagement with Online Resources and Its Impact on Learning Outcomes

Student Engagement with Online Resources and Its Impact on Learning Outcomes

Student Perceptions of Various E-Learning Components

A Longitudinal Comparative Study of Student Perceptions in Online Education

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