Student Perceptions of Various E-Learning Components

By Buzzetto-More, Nicole A. | Interdisciplinary Journal of E-Learning and Learning Objects, Annual 2008 | Go to article overview

Student Perceptions of Various E-Learning Components


Buzzetto-More, Nicole A., Interdisciplinary Journal of E-Learning and Learning Objects


Background

In 2005, the regents of the University System of Maryland instituted a policy that all students enrolling in a Maryland State University beginning in the fall of 2007 take on average 12 of their credits through out-of-classroom experiences and other nontraditional means with the definition of out-of-classroom experiences including: e-learning, internships, student teaching, and a host of other activities. This initiative not only stimulated the growth of e-learning in the State of Maryland but also sent a message to the larger educational community that the Maryland system has recognized that some online learning is an enhancement to students' higher-education learning experience even when those students are full-time on-campus residents (Lorenzetti, 2005).

Established in 1886, the University of Maryland Eastern Shore (UMES) is a historically black, land grant institution and a member of the University System of the State of Maryland. The student population is approximately 4000, represented by a make up that is 74% African-American, 15% white, and 11% international, primarily coming from the continent of Africa and/or from the Caribbean region. The freshmen retention rate is 64%, and the graduation rate is 42.6%.

The institution is located in a rural region of Maryland, has an open acceptance policy, and is one of the most affordable four-year institutions of higher education in the State. With the institution's inexpensive tuition and minimal enrollment criteria, the University attracts a large number of students from a lower socio-economic background than is found in colleges and universities across the State (Ukoha & Buzzetto-More, 2007). The Department of Business Management and Accounting is one of the largest departments on campus and is currently undergoing accreditation with the American Association of Colleges and Schools of Business International (AACSBI). The Department has approximately 420 majors, offering programs that include Business Administration, Marketing, Finance, Accounting, and Business Education. It was chosen for this study because of its size and adequate socio-economic representation of the larger student body.

Online leaning at UMES is facilitated by the Center for Instructional Technology which was created in 2006. The Blackboard CE 6 system, formally known as WebCT version 6, is the course management system utilized, and to date the University offers copious numbers of web-enhanced courses, numerous hybrid courses, and approximately thirty distinct fully online courses.

Historically Black Colleges and Universities (HBCUs), while small in number, graduate the preponderance of African Americans who earn college degrees in America (Hubbard, 2006). While, they constitute only 3 percent of U.S. colleges and universities, they enroll 28 percent of all African American college students and graduate 40 percent of the Black Americans who earn doctorates or first professional degrees (Hubbard, 2006). Their students have reported high levels of engagement, (Fries-Britt & Turner, 2002), satisfaction, and instances of good practices (Seifert, Drummand, & Pascarella, 2006). At the same time, their student population is shown to have a high percentage of first generation, low income, and under prepared students (Ukoha and Buzzetto-More, 2007).

HBCUs have been shown to successfully promote the college success of African Americans by fostering an environment that encourages student engagement, retention, and success (Flowers, 2002; Laird, Bridges, Homes, Morelon, & Williams, 2004; Outcalt & Skewes-Cox, 2002). A number of studies have examined and compared various aspects of the undergraduate experience of African-Americans at HBCUs versus the experience of African Americans at majority institutions and found that HBCUs, despite frequently fewer resources, are better at supporting African American undergraduates, resulting in higher graduation rates and more positive learning outcomes for students (Bohr, Pascarella, Nora, & Terenzini, 1995; DeSousa & Kuh, 1996; Flowers, 2002; Flowers & Pascarella, 1999; Watson & Kuh, 1996). …

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

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 ...
Default project is now your active project.
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.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

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 of Various E-Learning Components
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
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?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access 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

    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.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.