The relationship between the perceived value of supplementary online components, and student roles and responsibilities
Document Type
Conference Proceeding
Faculty
Faculty of Learning and Development Services Centre
School
Regional Development Strategic and Commercial Projects
RAS ID
2430
Abstract
Online delivery is becoming more widely used to enhance face-to-face provision within the tertiary sector. What is the value of such supplementation in the learning process? This notion of value is explored through examination of the responses and online output of over 50 students involved in two 3rd year units, each of which used online supplementation. These responses and output are then analysed within teacher-centred and student-centred models of teaching. The findings suggest that the level and amount of self-directed learning undertaken by the students in the supplementary online component is related to the approach to teaching and learning adopted by the lecturer.
Comments
Vardi, I., & Bunker, A. (2001, December). The relationship between the perceived value of supplementary online components and student roles and responsibilities. In Meeting at the Crossroads: 18th Conference of the Australasian Society for Computers in Learning in Tertiary Education. Melbourne, Australia.