Towards Constructivism: Investigating Students' Perceptions and Learning as a Result of Using an Online Environment
By M. Hughes, N. Daykin. 2002
100 citations recorded by the source corpus.
The effects of changing to an online delivery mechanism within a third year, undergraduate, module have been evaluated against the lecturing staff's intended move towards a student-centred, constructivist learning approach. It has been suggested that this type of delivery can increase critical thinking and active learning for students. In the study described in this paper, qualitative analytical techniques were used in order to explore students'experiences of online delivery. The study addressed their perceptions about online methods as well as the educational implications of their patterns of usage of online resources. The findings suggest that students were quick to overcome anxieties about online learning but generally did not develop any significant degree of discussion. It is argued that a move to online delivery needs a greater attention to design and development of facilitator skills than has been previously recognized.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/dd75fdb4c889fc5af3828bfb7921c39acc050a9e
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In Education
Citations in the corpus
- Compulsory participation in online discussions: is this constructivism or normalisation of learning? (2008, background): “Likewise, in an evaluative study of an online nurse management module at the University of West of England, Hughes and Daykin (2002) found limited participation in tutor-defined topics.”
- The undergraduate experience of blended e-learning: a review of UK literature and practice (2006, background): “Hughes and Daykin (2002) noted that many studies of students perceptions of e-learning had been carried out by skilled and enthusiastic lecturers with small groups of volunteer students and ‘a 13 The Higher Education Academy – October 2006 lecturer’s enthusiasm for online delivery may have created…”