Communication Needs of Online Students

Beuschel, Werner; Gaiser, Birgit; Draheim, Susanne

doi:10.4018/978-1-59140-102-5.ch013

Cited by 6 publications

(1 citation statement)

References 14 publications

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“…One area of shortcomings, when one compares face-toface with online learning, is the availability of informal channels for communication. What is very easy in day-today learning might be hard to solve in virtual spaces, namely to provide support for the non-formal and spontaneous exchange between students [3].…”

Section: Experiences From a German Federal Projectmentioning

confidence: 99%

Ubiquitous e-learning: are we there yet?

Beuschel¹

Proceedings 3rd IEEE International Conference on Advanced Technologies

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The vision of ubiquitous computing suggests the seamless and unobtrusive availability of computer-based services. It is debatable whether e-learning has reached or is soon able to reach such a mature stage. The paper argues that ubiquitous information and communication technology does not constitute in itself a sufficient learning environment for everyone. Instead, it seems to be a long and winding road from the availability of web-based technology to a culture of distributed and life-long learning. Against this backdrop, the paper seeks to critically assess developmental aspects and obstacles of present-day e-learning, from an analytical as well as a practical perspective. In face of the complexity of the task national R&D-Projects in elearning are seen as important exploration areas in the quest for sustainable changes in education. With the German federal capstone project "Virtual University of Applied Science" an example is presented that provides the practical background for the discussion of e-learning issues. Experiences with new forms of learning scenarios conclude the paper.

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Section: Experiences From a German Federal Projectmentioning

confidence: 99%

Ubiquitous e-learning: are we there yet?

Beuschel¹

Proceedings 3rd IEEE International Conference on Advanced Technologies

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Students’ ‘uses and gratification expectancy’ conceptual framework in relation to E-learning resources

Mondi

Woods

Ahmad

2007

Asia Pacific Educ. Rev.

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This paper presents the systematic development of a 'Uses and Gratification Expectancy' (UGE) conceptual framework which is able to predict students' 'Perceived e-Learning Experience.' It is argued that students' UGE as regards e-learning resources cannot be implicitly or explicitly explored without first examining underlying communication theories and learning perspectives. As such, the theoretical framework is grounded in the confluence of theories from communication theories and learning perspectives. The integration of Expectancy-value Theory, and the Uses and Gratification Theory serves to accommodate the suggestion that elearning resources offer gratifications that are expected and valued by students. The key theoretical and practical assumptions of the UGE approach are highlighted and consistently implemented in the conceptual edifice.

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