Ellis, R., Ginns, P., & Piggott, L. (2009). E-learning in higher education: some key aspects and their relationship to approaches to study. Higher Education Research & Development, 28(3), 303 – 318.
This article explored key aspects of e-learning and how they related to university students’ learning experiences and approaches to their studies. The study explored how third-year business studies students perceived their e-learning experiences, which took place alongside a strong face-to-face course component. Study results indicated that the most meaningful aspects of e-learning for students’ learning experiences were: e-teaching, design, workload and interactivity. Study results identified that students who had negative perceptions of the quality of teaching, interactivity and workload tended to adopt a surface approach to their learning and achieve poorly on the online component of their assessment (40%). Students who rated these teaching and learning aspects higher tended to adopt a deeper approach to their learning and achieve better results. The researchers concluded that addressing student perceptions about what the e-learning experience involves and how this promotes learning are essential to improving the overall quality of the student online experience.