Commenced in January 2007
Paper Count: 31009
Academic Staff Perceptions of the Value of the Elements of an Online Learning Environment
Abstract:Based on 276 responses from academic staff in an evaluation of an online learning environment (OLE), this paper identifies those elements of the OLE that were most used and valued by staff, those elements of the OLE that staff most wanted to see improved, and those factors that most contributed to staff perceptions that the use of the OLE enhanced their teaching. The most used and valued elements were core functions, including accessing unit information, accessing lecture/tutorial/lab notes, and reading online discussions. The elements identified as most needing attention related to online assessment: submitting assignments, managing assessment items, and receiving feedback on assignments. Staff felt that using the OLE enhanced their teaching when they were satisfied that their students were able to access and use their learning materials, and when they were satisfied with the professional development they received and were confident with their ability to teach with the OLE.
Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1077657Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1312
 D. M. Holt and D. J. Thompson, "Responding to the technological imperative: The experience of one open and distance education institution," Distance Education: An International Journal, vol. 16, pp. 43-64, 1995.
 Deakin University. (2009, November 2). Online Technologies in Courses and Units - Procedure
[Online]. Available: http://theguide.deakin.edu.au/TheDeakinGuide.nsf/7264c32fe71924374a 2566f3000a65de/4d252055c8941cfbca256e64000f8bb3
 T. Browne, M. Jenkins, and R. Walker, "A longitudinal perspective regarding the use of VLEs by higher education institutions in the United Kingdom," Interactive Learning Environments, vol. 14, pp. 177-192, 2006.
 Y. Baek, J. Jung, and B. Kim, "What makes teachers use technology in the classroom? Exploring the factors affecting facilitation of technology with a Korean sample," Computers & Education, vol. 50, pp. 224-234, 2008.
 R. West, G. Waddoups, and C. Graham, "Understanding the experiences of instructors as they adopt a course management system," Educational Technology Research and Development, vol. 55, pp. 1-26, 2007.
 A. Albirini, "Teachers' attitudes toward information and communication technologies: the case of Syrian EFL teachers," Computers & Education, vol. 47, pp. 373-398, 2006.
 H. Mahdizadeh, H. Biemans, and M. Mulder, "Determining factors of the use of e-learning environments by university teachers," Computers & Education, vol. 51, pp. 142-154, 2008.
 W. H. Dutton, P. H. Cheong, and A. Park, "An Ecology of Constraints on e-Learning in Higher Education: The Case of a Virtual Learning Environment," Prometheus, vol. 22, pp. 131-149, 2004.
 M. F. Salinas, "From Dewey to Gates: A model to integrate psychoeducational principles in the selection and use of instructional technology," Computers & Education, vol. 50, pp. 652-660, 2008.
 G. H. Jones and B. H. Jones, "A Comparison of Teacher and Student Attitudes Concerning Use and Effectiveness of Web-based Course Management Software," Educational Technology & Society, vol. 8, pp. 125-135, 2005.
 R. Woods, J. D. Baker, and D. Hopper, "Hybrid structures: Faculty use and perception of web-based courseware as a supplement to face-to-face instruction," The Internet and Higher Education, vol. 7, pp. 281-297, 2004.
 Department of Education Employment and Workplace Relations. (2009, November 2). Higher Education Statistics Collection
[Online]. Available: http://www.deewr.gov.au/HigherEducation/Publications/HEStatistics/Pa ges/HEStatisticsCollection.aspx
 C. Cook, F. Heath, and R. L. Thompson, "A Meta-Analysis of Response Rates in Web- or Internet-Based Surveys," Educational and Psychological Measurement, vol. 60, pp. 821-836, 2000.
 H. Aigbedo and R. Parameswaran, "Importance-performance analysis for improving quality of campus food service," International Journal of Quality & Reliability Management, vol. 21, pp. 876-896, 2004.
 D. J. Nicol and D. Macfarlane-Dick, "Formative assessment and selfregulated learning: a model and seven principles of good feedback practice," Studies in Higher Education, vol. 31, pp. 199-218, 2006.
 M. Yorke, "Formative Assessment in Higher Education: Moves Towards Theory and the Enhancement of Pedagogic Practice," Higher Education, vol. 45, pp. 477-501, 2003.
 G. Morgan, Faculty Use of Course Management Systems - ERS0302. Boulder: EDUCAUSE, 2003.
 R. G. Wingard, "Classroom Teaching Changes in Web-Enhanced Courses: A Multi-Institutional Study," EDUCAUSE Quarterly, vol. 27, pp. 26-35, 2004.
 G. Brown, C. B. Myers, and S. Roy, "Formal course design and the student learning experience," Journal of Asynchronous Learning Networks, vol. 7, pp. 66-76, 2003.
 M. K. Tallent-Runnels, J. A. Thomas, W. Y. Lan, S. Cooper, T. C. Ahern, S. M. Shaw, and X. Liu, "Teaching Courses Online: A Review of the Research," Review of Educational Research, vol. 76, pp. 93-135, 2006.
 G. Rumble, "The costs and costing of networked learning," Journal of Asynchronous Learning Networks, vol. 5, pp. 75-96, 2001.
 M. J. Spector, "Time demands in online instruction," Distance Education, vol. 26, pp. 5 - 27, 2005.
 F. Herzberg, "The Motivation-Hygiene Concept and Problems of Manpower," Personnel Administration, vol. 27, pp. 3-7, 1964.
 K. Georgouli, I. Skalkidis, and P. Guerreiro, "A Framework for Adopting LMS to Introduce e-Learning in a Traditional Course," Educational Technology & Society, vol. 11, pp. 227-240, 2008.