Design and Evaluation of Student-Focused eLearning

Autor/inn/en	Bentley, Yongmei; Selassie, Habte; Shegunshi, Anjali
Titel	Design and Evaluation of Student-Focused eLearning
Quelle	In: Electronic Journal of e-Learning, 10 (2012) 1, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-4403
Schlagwörter	Foreign Countries; Electronic Learning; Feedback (Response); Satisfaction; Graduate Study; Business Administration Education; International Education; Partnerships in Education; Questionnaires; Statistical Analysis; Program Design; Program Evaluation; Program Effectiveness; Program Descriptions; Longitudinal Studies; Student Surveys; Student Attitudes; Blended Learning; Web Based Instruction; Distance Education; Videoconferencing; Germany; India; Oman; Poland; South Africa; Switzerland; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Zufriedenheit; Aufbaustudium; Graduiertenstudium; Hauptstudium; Internationale Erziehung; Hochschulpartnerschaft; Fragebogen; Statistische Analyse; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schülerbefragung; Schülerverhalten; Web Based Training; Distance study; Distance learning; Fernunterricht; Deutschland; Indien; Polen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Schweiz; Großbritannien
Abstract	This paper reports on the design and evaluation of a UK University's global eLearning MBA programme. The aims of the research were to investigate the learning experiences of the students on the course and to evaluate the effectiveness of the support system so as to improve the programme. The primary research method was a longitudinal semi-structured questionnaire survey, and data were collected from students taking the course during the years 2008-2010. Three rounds of survey were conducted, resulting in 149 valid responses. The first round showed a fairly high level of student satisfaction with the programme, but also indicated areas that needed further improvement. The impacts of subsequent changes in the programme and the learning support system were investigated in the second and third rounds of the survey. Feedback from these has helped develop additional changes in the learning content and delivery approach of the programme. Overall, the findings helped improve the course's delivery approach, enriched the course's content, enhanced its quality, and improved the satisfaction level of the students. It is hoped that these findings can provide useful insights to course managers and eLearning developers of other courses offered in a global context. (Contains 2 figures and 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10