Distance Learning on the Internet: An Exploratory Study

Motiwalla, Luvai; Tello, Steven F.

doi:10.1016/s1096-7516(00)00026-9

Cited by 80 publications

(42 citation statements)

References 6 publications

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“…These results imply that the students were quite satisfied with the OLE and its content. Hence the results of the present study on students' satisfaction with the OLE comply with the conclusions done by Lupo, Erlich [10], Motiwalla and Tello [37].…”

Section: Discussionsupporting

confidence: 91%

Learners' Satisfaction, Learning Style Preferences and Effective Use of an OLE

Weerasinghe¹,

Ramberg²,

Hewagamage³

2008

Int. J. Emerg. Technol. Learn.

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Abstract-This paper presents the results of an empirical study conducted with a set of students using an online learning environment (OLE) to follow a distance education program. The aim of the study was to find whether students could perform well in examinations using only the Learning Management System (LMS), whether they could use it in an efficient way and whether there was a relationship between students' learning styles, number of LMS hits and learning achievements. The students were given access to a specially designed course section.The students' learning achievements were evaluated in two tests at different intervals. The study data were gathered using questionnaires and LMS statistics. We found that once the students got acquainted with the environment they could use the LMS more efficiently and managed to get high scores by only using the LMS. Results associated with the learning style preferences imply that we have designed the learning content and the environment to satisfy and support the learners with different learning style preferences.

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Section: Discussionsupporting

confidence: 91%

Learners' Satisfaction, Learning Style Preferences and Effective Use of an OLE

Weerasinghe¹,

Ramberg²,

Hewagamage³

2008

Int. J. Emerg. Technol. Learn.

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“…The study also encountered proportionally far more female respondents than males (in the proportion 60% to 40%) and the reader should consider the results in light of this gender bias. It also raises the question of whether future research should focus on the differences between male and female responses in light of the research questions in this study as some studies have begun to reveal interesting differences in this area (Fozdar & Kumar, 2007;Motiwalla & Tello, 2001).…”

Section: Methodsmentioning

confidence: 99%

Who am I and what keeps me going? Profiling the distance learning student in higher education

Baxter

2012

IRRODL

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<p>Student retention and progression has exercised the HE sector for some time now, and there has been much research into the reasons why students drop out of Higher Education courses. (Allen, 2006; Buglear, 2009;). More recently the Higher Education Academy Grants Programme Briefing (HEFCE, 2010) , outlined a number of areas that emergent project data revealed as being important to both the retention and progression of students, including areas outlined by a number of researchers as being essential to student success: expectations, support, feedback and involvement. But there has been less research, particularly within the distance learning sector, into factors that encourage students to stay (O'Brien, 2002). This small scale qualitative project using qualitative research methods and based in the Open University UK, builds upon an intensive institutional research project analyzing what type of interventions make a positive difference to student progression and success. The research revealed insights into factors linked to the expectations, identities and support of students which proved influential in terms of their resilience and motivation to remain on course.</p>

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“…Questions have been asked about the adequacy of e-learning for preparing students for clinical practice (Muirhead, 2007) and the potential for social isolation (Motiwalla & Tello, 2000)particularly amongst Māori (New Zealand indigenous people) learners (Porima, 2011). Research, however, supports the use of new media in education and Blum (1999) identified that e-learning appears to suit mature women with family responsibilities-a demographic profile similar to that of our students.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Reversing roles, using virtual breakout rooms, quick anonymous quizzes, or class interaction on a shared whiteboard (Milne, Skinner & Baird, 2014) could provide new insights and learning for both groups (Harris, Connolly & Feeney, 2009). Whatever strategies are used, the communication with the lecturer remains critical (Motiwalla & Tello, 2000). A warm, helpful and facilitative approach is needed, with clear explanations of the learning content and objectives for the session (Blum, 1999;Phipps & Merisotis, 2000;Rovai & Barnum, 2003), which models student enthusiasm for learning (Beadle & Santy, 2008).…”

Section: The Online Learning Componentsmentioning

confidence: 99%

Celebrating and honouring midwifery in New Zealand

Crowther¹

2015

nzcomjnl

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JOURNALMidwifery practice arrangements which sustain caseloading Lead Maternity Carer midwives in New Zealand. The impact on midwives of their first stillbirth.Clinically overweight and obese mothers and low rates of breastfeeding: Exploring women's perspectives.ABC by LMC midwives: an innovative intervention to support women to become smoke-free in pregnancy. Guidelines for Contributors to the New Zealand College of Midwives JournalThe Journal focuses on midwifery issues and women's health, it has a readership of midwives and others involved in pregnancy and childbearing, both in New Zealand and overseas.The Journal is printed once each year (December) and uses electronic article based publishing so that papers are published and disseminated as soon as possible. The advantages of article based publishing are:• Articles are processed more quickly • Articles can be disseminated electronically, making them readily available• Improved ability to cite immediately without the need to wait until an issue is complete and then printed• Improved global availability, as each paper is provided with a DOI and put onto the New Zealand College of Midwives website three months after first circulation.Within electronic article based publishing the editors build each issue as an "issue in progress" from papers that have been submitted and accepted for publication. Once an issue is complete, it is printed.The Journal welcomes original research, literature reviews, exemplars/practice stories/case studies, audits and research methodology articles. In general, articles should be between 500-4000 words. It is important that articles submitted for review have not been published previously in any form.The expectation is that articles protect confidentiality where necessary, and that evidence of an ethical process of consent has been undertaken. Confirmation that copyright permission has been obtained for any quoted materials is also expected (see section on copyright). All articles are subject to double blind peer review and the editors reserve the right to make the final decision regarding publication of each article. ARTICLE FORMATArticles should be submitted electronically with double line spacing and a left hand margin of 3cm and a size 12 font. The article should be submitted as an electronic file copy in a WORD document or RTF file.Authors should use the following section headings: Abstract, Key words, followed by the introduction and further subheadings, depending on the type of article, to structure the article. The word count must be stated. Diagrams, tables and photographs should be labelled and supplied as computer generated items. Where these are sent separately from the text, the author/s should indicate where they should be positioned in the article.In addition, authors are requested to provide the following details in a separate "Author information" document (this will not be sent to the reviewers):• Name and qualifications• Occupation (current area of practice/expertise)• Email address and daytime phone number for corre...

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Distance Learning on the Internet: An Exploratory Study

Cited by 80 publications

References 6 publications

Learners' Satisfaction, Learning Style Preferences and Effective Use of an OLE

Learners' Satisfaction, Learning Style Preferences and Effective Use of an OLE

Who am I and what keeps me going? Profiling the distance learning student in higher education

Celebrating and honouring midwifery in New Zealand

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