Parkes, Mitchell

Reading, Christine E

Stein, Sarah

2010

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.

Proceedings of the 21st Australian Computers in Education Conference: Digital Diversity

9780646530055

https://hdl.handle.net/1959.11/7637

Australian Computers in Education (ACEC)

e-Learning: Just how difficult can it be?

Conference Publication

Publication