Student Perceptions and Opinions toward E-Learning in the College Environment

By Borstorff, Patricia C.; Lowe, S. Keith | Academy of Educational Leadership Journal, May 2007 | Go to article overview

Student Perceptions and Opinions toward E-Learning in the College Environment


Borstorff, Patricia C., Lowe, S. Keith, Academy of Educational Leadership Journal


ABSTRACT

Distance or electronic learning (E-learning) has become very popular on university and other academic campuses. Various distance learning technologies are being utilized for the delivery of courses and entire degree programs. With the advancement of instructional technology in education, both the courses and the duties of instructors are changing. Researchers have called for more attention to end-users' perceptions and satisfaction with online courses and the effectiveness of such offerings. This research surveys 113 business students in regards to perceptions concerning and satisfaction with distance education. The survey showed 88% reporting a positive E-learning experience and 79% would recommend E-learning courses to others. Eighty-eight percent would participate in E-learning courses in the future. Concerns were expressed over lack of communication with the instructor and other students. Younger students desired more contact with other students. Females desired better communication with instructors and clearer instructions.

INTRODUCTION

During the last few decades, the world has undergone significant changes in terms of technological advancements and the exchange of information. Advancements in information and communication technology led to distance learning becoming a focus of global attention (Pye, 1999). As a result of an increasingly competitive environment due to tightening budgets and lower enrollments, universities must continually review their curriculum and the methods by which instruction is delivered to students. Universities have tried to increase enrollment numbers, decrease the number of extra-hire teachers and offer a more flexible schedule to people seeking education and training (Zapalska, Shao, & Shao, 2003). This trend has resulted in educational institutions reaching students in remote locations and allocating the costs and expertise across multiple locations. The growth of part-time, non-residential, non-traditional students has fueled the demand for distance options. Due to these developments being fairly recent phenomena, little research exists investigating the effectiveness of, and student reaction to, distance education.

With changes in the economy, many college students have been forced to complete their degrees by non-traditional methods. One method of obtaining the required courses for a college degree is by participating in a distance learning environment. Many non-traditional students work full-time in addition to having to juggle the demands of family, find time to attend class, and prepare assignments. Distance learning is education that is accessible at a time, place, location, and pace that is convenient to the user. The most commonly used distance education tool would be e-learning (online) courses. "E-learning", in simple terms, is Electronic Learning or any learning facilitated by electronic means which would include computer-based training (CBT) with modules, CD-ROM training, web-enabled, and Internet learning (Thomas & Cunningham, 2002). E-learning courses provide the student with an opportunity to continue their education or pursue personal and career development without a rigid schedule of assignments and class meetings. The online format offers the student a great deal of flexibility in terms of when they study, how they study, and how quickly they cover and master the material.

LITERATURE REVIEW

Because e-learning can be cost effective when compared to the traditional learning methods, more businesses and universities are using e-learning courses to teach their employees and students anything from company policies to new skills necessary for professional development. They are reducing expenditures by not having to distribute the course by paper or CD-ROM to all of the employees and by not having to send their employees to training centers, which automatically reduces or eliminates food, lodging, and travel expenses (Pallatto, 2002).

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

Student Perceptions and Opinions toward E-Learning in the College Environment
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

"Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.