Home > Distance Education, Higher Education, Teaching & Learning > Prior E-learning Experience and Perceived Learning Outcomes in an Undergraduate E-learning Course

Prior E-learning Experience and Perceived Learning Outcomes in an Undergraduate E-learning Course

By Matti Haverila

The development of information technology and the Internet during the last decade has enabled new educational delivery methods like E-learning. As a consequence, universities and colleges are using E-learning extensively. Newman and Scurry (2001) found that more than 1100 higher education institutions in the United States offered E-learning courses. The need for pedagogical and technical knowledge to teach in an E-learning mode is important and thus the skills necessary to teach in the E-learning environment have become a core competence for teachers. Given the expansion of E-learning, the crucial issue is how and to what extent are E-learning and information technology changing the dynamics of teaching and learning (Janicki & Steinberg, 2003). In addition, the issue of how to improve student learning outcomes is also an important subject for investigation in the educational world (Gravoso, Pasa, & Mori, 2002).

This study of the use of E-learning attempts to provide better understanding of the dynamics of E-learning. The aim is to clarify the interrelationship among the learning presage variables (preconceptions) of students on their perceptions of the process of E-learning and, more importantly, of the perceived learning outcomes of E-learning as presented in the learning model developed by Biggs and Moore (1993).

Continued at: http://jolt.merlot.org/vol7no2/haverila_0611.htm

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