Title |
e-Learning: Just how difficult can it be? |
|
|
Publication Date |
|
Author(s) |
|
Editor |
Editor(s): Donna Gronn and Geoff Romeo |
|
|
Type of document |
|
Language |
|
Entity Type |
|
Publisher |
Australian Computers in Education (ACEC) |
|
|
Place of publication |
|
UNE publication id |
|
Abstract |
This paper reports the partial results of a study using the Hybrid Behaviourally Anchored Rating Scale (Hybrid BARS) to identify the competencies considered essential for effective performance in a university e-learning environment. The competencies were developed in accordance with social constructivist principles and in the context of a Learning Management System. Students and staff at the university study site were surveyed to rate the relative difficulty of the e-learning competencies. The application of Rasch analysis to the difficulty ratings data allowed the competencies to be ranked hierarchically. Subsequent analysis identified a statistically significant difference between student and staff perceptions of difficulty of the e-learning competencies. Competencies identified as contributing to the significant difference included those dealing with interaction and collaboration with other members of the e-learning community. The main conclusion drawn from the study was that students found elements of e-learning environments developed in accordance with social constructivist principles to be challenging. |
|
|
Link |
|
Citation |
Proceedings of the 21st Australian Computers in Education Conference: Digital Diversity |
|
|
ISBN |
|