E-Learning through a magnifying glass : exploring experiences of students and teachers in higher education

Abstract

The literature reveals a gap between expectations and outcomes of e-learning and the
need to develop a technologically and pedagogically effective e-learning environment.
The literature suggested that making the shift from a Behaviorist to Constructivist
approach could narrow this gap. Therefore, the aim of the study was to investigate and
determine if the shift from teacher-led (behaviourist) approach to learner-centred
approach (constructivist) could help in reducing the gap between expectations and
outcomes of e-learning. The focus of the research was on the roles of information and
computer technology in improving the quality of teaching and learning, and on looking
to future possibilities and challenges to facilitate the development of pedagogically
effective e-learning environment. In order to achieve the aim, the primary objective
was to examine and evaluate learners' and teachers' experiences of e-learning and how
e-learning has impacted on their expectations and what needs to be improved if they
are to meet these new expectations.
The study identified motivators and barriers to e-learning for teachers and learners and
recommended measures that might be taken to remove or lessen the impact of such
identified barriers. The study found that the online environment clearly has the
capability to propagate the constructivist approach by encouraging learner controlled,
critically reflected and deeper learning but also found that many students still preferred
the behaviourist approach to learning (direct instructions) and that the preferences for
the level of learner-control may also vary from culture to culture (Western culture may
emphasise learners' control over their environment while eastern cultures may
emphasise teachers' control). Therefore, constructivism may not be suitable to all
subjects and all students. The study concluded that placing a greater value on teachers
as the knowledge expert and on objectivism of knowledge (Behaviourism) or placing a
greater value on learners as independent and constructive learners (Constructivism)
creates a bias in either direction and results in unsatisfied learners and teachers. It was
established that it is important to tip the balance equally between teachers and learners
rather than making it completely student-centred or completely teacher-led approach.
The researcher coins it as `teacher-learner balanced' approach.

Metadata

Awarding institution:	University of Sheffield
Academic Units:	The University of Sheffield > Faculty of Medicine, Dentistry and Health (Sheffield) > Dentistry (Sheffield)
Identification Number/EthosID:	uk.bl.ethos.499976
Depositing User:	EThOS Import Sheffield
Date Deposited:	07 Apr 2016 13:47
Last Modified:	07 Apr 2016 13:47
Open Archives Initiative ID (OAI ID):	oai:etheses.whiterose.ac.uk:10322

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E-Learning through a magnifying glass : exploring experiences of students and teachers in higher education

Abstract

Metadata

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499976_disc/Learners Perspective/LP Nominal Group/NG 2nd Cycle/Diploma 2006/2a.jpg

499976_disc/Learners Perspective/LP Nominal Group/NG 2nd Cycle/Diploma 2006/2b.jpg

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499976_disc/Learners Perspective/LP Nominal Group/NG 3rd cyle/diploma 2007/000_1970.jpg

499976_disc/Teachers Perspective/TP Thematic Analysis 1.doc

499976_disc/Learners Perspective/LP Nominal Group/NG 3rd cyle/diploma 2007/000_1967.jpg

499976_disc/Learners Perspective/LP Questionnaire Cycle 3.doc

499976_disc/Learners Perspective/LP Questionnaire Cycle 1

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499976_disc/Learners Perspective/LP Nominal Group/NG 2nd Cycle/Diploma 2006/1b.jpg

499976_disc/Learners Perspective/LP Nominal Group/NG 1st Cycle/MSc 2004/DSC01807.JPG

499976_disc/Learners Perspective/LP Nominal Group/NG 3rd cyle/msc 2006/DSC03286.JPG

499976_disc/Learners Perspective/LP Nominal Group/NG 1st Cycle/MSc 2004/DSC01809.JPG

499976_disc/Learners Perspective/LP Questionnaire Cycle 2.doc

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499976_disc/Cultural Issues/CP Questionnaire

499976.pdf

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