Students' perceptions of the value of the elements of an online learning environment: looking back in moving forward

Abstract

In 2003, Deakin University implemented a centralised learning management system (LMS) under the banner of Deakin Studies Online (DSO), as well as implementing policies requiring all its units of study to have at least a basic online presence from 2004. Given the scope of the university's commitment to online education, it was considered essential to evaluate the effectiveness of this investment. Based on more than 5400 responses obtained from students in 2004 and 2005 as part of the DSO evaluation survey, the analysis presented here identifies those elements of the online learning environment (OLE) that are most used and valued by students, those elements of the OLE that students most want to see improved, and, those factors that most contribute to students' perceptions that use of the OLE enhanced their learning experience. The most used and valued elements were core LMS functions, including accessing unit information, accessing lecture/tute/lab notes, interacting with unit learning resources, reading online discussions, contacting lecturers/tutors and submitting assignments online. The OLE elements identified as most needing attention were receiving feedback on assignments; viewing my marks; and reviewing unit progress. Students felt that using DSO enhanced their learning experience when they were adequately supported by unit teachers and technical support services; when they were able to find and use unit information; and when they were able to read the online contributions of other unit members. The retrospective analysis of data collected in the period 2004-2005 has been shaped by a forward-looking agenda. The array of elements available within, and in association with, traditional LMSs which has emerged since that time raises the future challenge of how to maximise and evidence educational value through the optimal combination of elements from the portfolio of e-learning technologies increasingly available to educators.

Entornos virtuales: predicción de la satisfacción en contexto universitario Virtual learning environments: prediction of satisfaction in the university context

“…En este sentido recientes investigaciones destacan el fuerte vínculo existente entre la figura del profesorado y la satisfacción de los estudiantes. Aspectos tales como facilidad de acceso al profesorado (Lee et al, 2011), rapidez y eficacia al contestar tutorías (Lemos & Pedro, 2012;Keengwe et al, 2012), feedback tras la realización de tareas (Palmer & Holt, 2010), predisposición positiva del profesorado hacia la formación on-line (Sun et al, 2008), y el apoyo y refuerzo constante durante el proceso de enseñanza-aprendizaje (Joo et al, 2011) son relevantes para garantizar la satisfacción de los estudiantes con la formación semipresencial y/o a distancia.…”

“…Alarcia, 2012). A nivel internacional, distintos estudios han investigado la relación entre la satisfacción de los estudiantes y su interacción con el entorno de la educación a distancia (Biggs, Simpson & Walker, 2006;Joo, Lim & Park, 2011;Keengwe, Diteeyont & Lawson-Body, 2012;Lee, Srinivasan, Trail, Lewis & López, 2011;Palmer & Holt, 2010;Paechter, Maier & Macher, 2010;Sun, Tsai, Finger, Chen & Yeh;Wu, Tennyson & Hsia, 2010).…”

Trajectories of engagement: a repeated cross-sectional investigation of student perceptions of an online learning environment

“…Full details of the 2004 and 2005 DSO evaluation survey, its methodology, respondent samples and results have been presented previously (Palmer and Holt 2010). Broadly, all three instances of the DSO evaluation survey sought responses from students relating to:…”

“…The survey was administered using a university online survey tool. These surveys produced a large pool of data that provided insights into the initial engagement with the institutional OLE by students and staff, and some aspects of the student survey results have been reported previously (Challis 2005;Palmer and Holt 2010).…”

An Approach to Online Learning Using Learning Management System in Higher Education Institution

“…The most used and valued elements were core LMS functions, including accessing unit information, accessing lecture/tute/lab notes, interacting with unit learning resources, reading online discussions, contacting lecturers/tutors and submitting assignments online (Palmer and Holt, 2009). It should also be noted that online learning did not end with the LMS.…”