Advances in E-learning-Experiences and Methodologies

The Role of Institutional Factors in the Formation of E-Learning Practices
suggested that although the majority of students
taking traditional courses favour online courses,
they are less likely to enrol in them. However,
the majority of students taking online courses
find that such courses meet their academic needs
and improve their technological skills (Leonard
& Guha, 2001). In a study on the effect of students’
perceptions of their receptivity towards
TML, a “distance learning receptivity model”
was examined (Christensen, Anakwe, & Kessler,
2001). In addition to overall attitudes towards
LT and various demographic characteristics and
technology perceptions (perceived usefulness,
technological familiarity and technological accessibility),
other perceived categories were explored
including reputation (of the lecturers involved, of
the programme and of the school), constraints
(e.g., commuting time, work demands, family
responsibilities), and learning preferences perception
(towards traditional learning). The results
reveal significant relationships between many of
these variables and LT receptivity. Findings also
indicate that some traditionally held assumptions,
for example those regarding accessibility, reputation,
and constraints, may not be valid in the new
high-tech learning environment (Christensen et
al., 2001).
Research exploring opinions shared by students
on issues concerning the application of
technology to course instruction resulted in an
opinion typology. Three opinion types were identified:
(1) time and structure in learning (i.e., flexible
time management that requires self-discipline),
(2) social interaction in learning (i.e., individual
work leading to less enrichment from others) and
(3) convenience (i.e., commuting factors—time
and cost—less interference with work) (Valenta,
Theriault, Dieter, & Mrtek 2001). Similar results
were recently reported by Song, Singleton, Hill,
and Koh (2004), indicating that the main factors
perceived by students as influencing successful
online learning include time management and
perceived lack of sense of community.
summary and critical remarks
A growing body of research has concentrated on
factors that enhance or inhibit the adoption and
use of learning technology. Some studies have
focused on factors such as the strategic approach
of the university towards online learning (Boyd-
Barret, 2000) or the development of appropriate
competencies and roles within the institution
(Williams, 2003). The factors of technology
availability and access were considered as were
technical stability and reliability (Webster &
Hackly, 1997). The inhibiting impact of technical
difficulties and communication breakdown in
using learning technology was highlighted (Hara
& Kling, 2000). Instructional factors appear to
be fundamental. Design issues and the role of the
instructor are considered critical factors influencing
students’ participation and engagement in
technology-mediated learning (Tu, 2000).
The most frequently studied factors relate to
students’ perceptions on learning technology. A
more detailed review was therefore provided of the
attitudinal and perceptual factors studied to date.
A critique of the literature on “user perspectives,”
however, concerns the tendency to study perceptions
and beliefs as isolated constructs, detached
from action. Studies of users’ perceptions seem
to imply a straightforward, causal relationship
between perceptions (e.g., assumptions about
the technology) and action (i.e., actual use of the
technology). Perceptions are therefore examined
and measured within and among themselves. Yet
the ways in which perceptions serve to guide
people’s actions may otherwise be viewed as more
complex and thorny. For example, Picciano (2002)
points out that much of the literature is based on
students’ perceptions of the quality and quantity
of their interaction and performance. He suggests
going beyond student perceptions to explore actual
interaction and performance. Findings indicate
that while positive relationships between perceptions
of interaction and perceived performance
persist, the relationship between actual interac-
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