Student preparedness for university e-learning environments

Can podcasts for assessment guidance and feedback promote self-efficacy among undergraduate nursing students? A qualitative study

“…Just because students use technologies in one context -perhaps for entertainment or to locate information -does not mean they want to, or are equipped to, use technologies for learning (Merhi 2015;Parkes et al 2015). Kendal et al (2015) caution that reducing face-to-face contact can be disconcerting for students and may undermine engagement with teaching and learning.…”

“…Kendal et al (2015) caution that reducing face-to-face contact can be disconcerting for students and may undermine engagement with teaching and learning. A number of authors advocate for a complementary approach whereby technologies are used alongside face-to-face teaching, rather than as a replacement (Merhi 2015;Parkes et al 2015;McKinney and Page 2009). Furthermore, there is ongoing debate about the most effective balance of online to face-to-face activities and, indeed, whether increased student satisfaction is sufficient for new methods to be regarded as intrinsically worthwhile (Merhi 2015;Vogt et al 2010).…”

Designing and Evaluating the Use of Smartphones to Facilitate Online Testing in Second-Language Teacher Education (SLTE): An Auto-Ethnographic Study

“…They were also able to search for learning resources on websites, and download and store those resources onto laptops and smartphones. These skills would facilitate their online learning activity [6,7].…”

Typology and Hierarchy of Students’ Motivations to Use Technology in Learning

“…This finding is also consistent with previous technology mediated learning literature, in which interaction is one of the most important elements in improving the value of the e-learning experience (Laer & Elen, 2017). However, Parkes et al (2015) reported that students perceived themselves to be less competent in Interaction with the learning content and less prepared to seek interactions with other members of the learning community (especially instructors), hence challenging the notion of social constructivist principles. Our findings provides a means of reconciling these different view by indicating that although students appreciate the benefits of interaction in e-learning, they may have difficulties fully realising interaction because they lack the skills needed for effective interactions with others.…”