Advances in E-learning-Experiences and Methodologies

E-Learning Value and Student Experiences
PerceIved vALue And overALL
student sAtIsFActIon wIth
e-LeArnIng
To investigate the student perspective, two sources
of data were used: the actual usage patterns of
the online platform were investigated in conjunction
with a study of the perceived satisfaction
of e-learning. Students were surveyed using an
anonymous questionnaire. In enhanced mode,
the response rate was 71% (197 questionnaires
returned), with 84% of the respondents regarding
themselves as full-time students and 50% generally
inclined to prefer e-learning to face-to-face
learning. In flexible mode the response rate was
65% (294 questionnaires returned) with 85% of
the respondents regarding themselves as full-time
students and 52% preferring e-learning to faceto-face
learning.
The e-learning value framework proposed
in the previous section (Figure 2) was applied
to analyse the data collected. Five main issues
aligned with framework categories emerged from
the findings (Figure 3).
Issue 1: “Accessibility”
The first issue emerged from the investigation
of the time dimensions of the actual usage of
the online platform. Online activities took place
predominantly during the hours of the day, with
activities slowing down in the evening. The curve
for participants in flexible mode peaks later in the
day compared with the curve for enhanced mode
(Figure 4). The days from Monday to Thursday
were characterised by heavier usage compared to
Friday to Sunday, with students in flexible mode
more active during the weekend (Figure 5).
As shown in more detail in Petrova and Sinclair
(2005), there was very little variation in these
two patterns across the semester, or by course
level. In summary, it appears that e-learning as
undertaken in this case study is not too different
from face-to-face learning in terms of “when”
Figure 3. Issues with perceived value of e-learning (students)