The efficacy of mode-a elearning sites: An exploration of elearning through grounded theory

Peter Busch*, Kylie Archer, Sam Ozay, Anneliese Rittau, Debbie Richards

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review

Abstract

eLearning is a new and exciting area for educators in so far as it promises to deliver a student centred approach to learning; frees the student up to gain access to learning material when it suits them; provides an online record for educators whether students have accessed that material and often incorporates audio and visual aspects that empower the disabled at the same time, to name but a few advantages. There are of course downsides to eLearning that are often expressed through the often quite legitimate insecurities of academic staff that their intellectual property is able to more easily be reproduced; that their class attendances have dwindled; that students are now simply using eLearning as a placebo for real learning which takes place in the classroom. This paper explores eLearning through grounded theory, presents a map of important key terms and provides a small sample survey to assess student attitudes to their use of Learning Management Systems.

Original languageEnglish
Title of host publicationProceedings of the 8th IASTED International Conference on Web-Based Education, WBE 2010
EditorsV. Uskov
Place of PublicationCalgary, AB
PublisherACTA Press
Pages141-145
Number of pages5
ISBN (Electronic)9780889868298
ISBN (Print)9780889868328
Publication statusPublished - Mar 2010
Event8th IASTED International Conference on Web-Based Education, WBE 2010 - Sharm El Sheikh, Egypt
Duration: 15 Mar 201017 Mar 2010

Other

Other8th IASTED International Conference on Web-Based Education, WBE 2010
CountryEgypt
CitySharm El Sheikh
Period15/03/1017/03/10

Keywords

  • Elearning
  • Grounded theory
  • LMS
  • Modes

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