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The Impact of Altered Realties: Implications of Online Delivery for Learners’ Interactions, Expectations, and Learning Skills
Article

, , , University of South Dakota, United States

International Journal on E-Learning Volume 6, Number 1, ISSN 1537-2456 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Although research consistently demonstrates that students learn content in online classes as well as their campus based counterparts and are equally satisfied with the quality of their learning, more information is needed that describes how the learning experiences themselves may vary. A traditional group of students was compared with an online group taking the same graduate class in research methods using the same materials and with the same instructor. Data representing learning outcomes, attitudes toward coursework, and beliefs about the nature of their experiences were gathered and compared. Both groups scored equally on the pre and postquantitative measures of learning outcomes and satisfaction, but described decidedly different learning experiences. They valued different kinds of interactions, held different expectations for the courses, and described development of contrasting learning skills and strategies that led toward success in the course. Online learning was revealed as a distinctly different experience than face-to-face learning, offering insight into better understanding the nature of the experience of online learning and suggesting that online course designers focus their attention on particular elements that support the unique experiences of student who select this delivery mode.

Citation

Reisetter, M., LaPointe, L. & Korcuska, J. (2007). The Impact of Altered Realties: Implications of Online Delivery for Learners’ Interactions, Expectations, and Learning Skills. International Journal on E-Learning, 6(1), 55-80. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved June 18, 2019 from .

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