- Title
- Student perceptions of the educational quality provided by different delivery modes
- Creator
- Bruff, Christine; Dean, Alison; Nolan, John
- Relation
- 2nd Asia-Pacific Educational Integrity Conference. Educational Integrity: Values in Teaching, Learning and Research. APEIC 2005 Conference Proceedings (Callaghan, NSW 2-3 December, 2005) (Callaghan, N.S.W. 2-3 December, 2005) p. 49-59
- Relation
- http://www.newcastle.edu.au/conference/apeic/papers.html
- Publisher
- University of Newcastle
- Resource Type
- conference paper
- Date
- 2005
- Description
- Increasing technology use is dramatically changing the way that education is produced and delivered, raising questions about the extent to which education should be technology-based or technology supported, the effect of delivery mode on educational outcomes, and whether bricks and mortar universities can and should continue to flourish. A service orientation was adopted for the study, and our students, as consumers, were asked to discuss (online) their perspectives on the future of on-campus programs. Content analysis was performed on 118 scripts. A strong belief was found that on-campus programs will always be necessary. This was true even of students who were currently studying online due to practical considerations related to their lifestyles. Content analysis of their responses identified eight themes that were important in assessing the relative merits of online as opposed to on-campus delivery. Key reasons for retaining on-campus education included the need for interaction to enhance the effectiveness of different teaching methods in some courses, and the extra dimension added by face-to-face interactions with fellow students. Students believe that the trend to increasing electronic delivery in most tertiary courses will provide them with more options and choices, but that fully online educational institutions may suffer from a credibility problem.
- Subject
- delivery mode; educational outcomes; technology; online course; teaching methods; interaction
- Identifier
- http://hdl.handle.net/1959.13/44884
- Identifier
- uon:5902
- Identifier
- ISBN:1920701680
- Language
- eng
- Full Text
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