| Título: | Has e-Learning Delivered on its Promises? Expert Opinion on the Impact of e-Learning in Higher Education |
| Autores: |
Kanuka, Heather; Athabasca University Kelland, Jennifer; University of Alberta |
| Fecha: | 2008-04-30 |
| Publicador: | Canadian Journal of Higher Education |
| Fuente: |
 |
| Tipo: | research-article |
| Tema: | No aplica |
| Descripción: | The purpose of this study was to determine the extent of agreement among experts on the impact of e-learning technology in Canadian higher education learning experiences. Fourteen participants who are experts in e-learning in higher education agreed there are contentions about e-learning technologies in the following areas: (1) a platform for ideal speech; (2) greater opportunities for interactions; (3) the extent to which communities of learners can be created; (4) provision of a new kind of learning environment; (5) a platform for discussions; (6) demand for e-learning by students; (7) the degree to which the environment is equal and equitable; and (8) the quality of the learning experience. The fi ndings of this study indicate that the value of e-learning requires further research before higher education leaders andteacher-practitioners are willing to incorporate them in teaching practices and policy documents.Le but de cette étude était de déterminer le degré d’accord parmi des experts à propos de l’impact de la technologie d’apprentissage en ligne dans l’enseignement supérieur au Canada. Les quatorze experts consultés s’entendent pour dire qu’il existe des controverses au sujet des technologies d’apprentissage en ligne dans les domaines suivants : (1) les technologies comme moyen de communication permettant une situation idéale de parole; (2) l’augmentation des occasions d’interaction; (3) la possibilité de créer des communautés étudiantes; (4) la possibilité de fournir un nouveau genre d’environnement d’apprentissage; (5) l’offre d’un moyen de communication pour la discussion; (6) la demande étudiante pour l’apprentissage en ligne; (7) le degré d’équité et d’égalité de l’environnement d’apprentissage offert; et (8) la qualité de l’expérience d’apprentissage. Les résultats de cette étude indiquent que davantage de recherche est nécessaire pour éclairer les décideurs et les praticiens de l’enseignement supérieur sur les politiques et les pratiques d’apprentissage en ligne. |
| Idioma: | Inglés |
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