Programme

Abstract

The emergence of e-Learning has created a new platform for the delivery of training and the impact of this technology will create opportunities that will enhance and transform the learning experience for both student and teacher (Sloman 2001). e-Learning is continuously increasing and rapidly becoming mainstream in higher education. It is believed to be a new medium ‘involving the delivery and administration of learning opportunities and support via computer, networked and web-based technology, to help individual performance and development' (Pollard & Hillage 2001).

This paper provides a three-year comparative study analyses progress made by students on the same undergraduate level module delivered in parallel in the traditional and online learning mode. The module was made available to all undergraduate first year students. Although the online version was taken by on campus students, the students had no face to face (F2F) contact with the staff. All materials were delivered electronically and communication took place via discussion board, chat sessions and emails. The lecture slides, supporting materials, quizzes, self tests, discussion topics and practical tasks were released weekly at the same time as the lecture and practical took place for the students taking the module onsite. In order to allow easy access to students with basic machines, the course materials for the online module were kept fairly simple. Both groups of students were observed closely in terms of their individual learning styles, course participation, attempting course work, and collaborative projects. The results provide an interesting study of the learning styles and attitudes of students towards online learning. It also provides an insight of the staff perceptions. The study concludes by discussing valuable lessons that can be learnt from this study.