Effects of Learners' Readiness on Their Perceived Learning Outcomes
CJLT Volume 28, Number 2, ISSN 1499-6677 e-ISSN 1499-6677 Publisher: Canadian Network for Innovation in Education
This paper provides some insight into students' performance and perceptions within the context of an introductory psychology course in which Web-based materials and activities were used to enhance teaching effectiveness and learning outcomes. The paper begins with an overview of the development and implementation of this French-language WebCT course. The rationale behind the adoption of WebCT and the use of a number of its tools are also discussed. In order to evaluate the effectiveness of this pedagogical approach, we collected quantitative and qualitative information on student performance and perceptions from a number of sources throughout the term. The data highlight some of the strengths and weaknesses of this particular use of online teaching and learning support.
Boeglin, J., Campbell, K. & Campbell, K. (2002). Effects of Learners' Readiness on Their Perceived Learning Outcomes. Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie, 28(2),. Canadian Network for Innovation in Education.
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Asynchronous Online Discussions as a Tool for Learning: Students' Attitudes, Expectations, and Perceptions
Judith Pena-Shaff, Ithaca College, United States; William Altman, Broome Community College, United States; Hugh Stephenson, Ithaca College, United States
Journal of Interactive Learning Research Vol. 16, No. 4 (October 2005) pp. 409–430
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