e-Learning: The student experience

The paper draws on in-depth qualitative. comments from student evaluation of an e-learning module on an MSc in Information Technologies and Management, to develop a picture of their perspective on the experience. Questionnaires that yielded some basic quantitative data and a rich seam of qualitative data were administered. General questions on satisfaction and dissatisfaction identified the criteria that student used in evaluation, while specific questions of aspects of the module generated some insights into the student learning process. The criteria used by students when expressing satisfaction are: synergy between theory and practice; specific subject themes; discussion forums and other student interaction; and, other learning support. The themes that are associated with dissatisfaction include: robustness and usability of platform; access to resources (such as articles and books); currency of study materials; and, student work scheduling. Aspects of the student learning experience that should inform the development of e-learning include: each student engages differently; printing means that students use the integrated learning environment as a menu; discussion threads and interaction are appreciated, but students are unsure in making contributions; and, expectations about the tutor’s role in e-learning are unformed. Introduction There has been considerable interest in the potential for the development of e-learning in universities, schools (eg, Crook, 1998; DfES, 2003; Roussos, 1997), further education and the workplace (eg, Hughes & Attwell, 2003; Morgan, 2001; Sambrook, 2001). The development of e-learning products and the provision of e-learning opportunities is one of the most rapidly expanding areas of education and training, in both education and industry (Imel, 2002). Education and training is poised to become one of the largest sectors in the world economy. e-Learning is being recognised as having the power to transform the performance, knowledge and skills landscape (Gunasekaran, McNeil & Shaul, 2002). e-Learning is viewed variously as British Journal of Educational Technology Vol 38 No 4 2007 560–573 doi:10.1111/j.1467-8535.2007.00723.x © 2007 The Authors. Journal compilation © 2007 British Educational Communications and Technology Agency. Published by Blackwell Publishing, 9600 Garsington Road, Oxford OX4 2DQ, UK and 350 Main Street, Malden, MA 02148, USA. having the potential to: improve the quality of learning; improve access to education and training; reduce the cost of education; and, improve the cost-effectiveness of education (Alexander, 2001). The research project reported in this paper is a contribution to the extension of understanding of the student experience of e-learning. Qualitative data was collected from learners to offer insights into their perceptions and expectations of the e-learning experience. The students chosen for this analysis are students on a module: Successful Information Systems on an MSc in Information Technologies and Management that was delivered in e-learning mode. These students are, by disciplinary background, IT (Information Technology) literate, are unlikely to be phased by the platform, and are mature students in work, who are studying part-time. They are typical of the students for whom it is widely proposed that e-learning is the most convenient and appropriate mode of delivery. Nevertheless, despite some very positive reports on the outcomes of the course in terms of its impact to working practice and within students’ organisations, there are a number of aspects of the student engagement with and experience of the course that offer insights into students’ practices that are worthy of further analysis and comment and may be of value to others delivering e-learning to international learning groups or communities. This paper starts with a literature review focussing on earlier work on e-learning practice and evaluation. The methodology is described, followed by an analysis of the results. Conclusions and recommendations for future research focus on the development of our understanding the criteria applied by students in evaluating an e-learning experience, and key aspects of the way in which students engage with an e-learning course.