Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future

Fiona A. White; Martin Daly; Karen M. Scott

Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future

Fiona A. White
, Martin Daly
, Karen M. Scott

School of Psychology

Research output: Chapter in Book / Conference Paper › Conference Paper › peer-review

1 Citation (Scopus)

Abstract

Undergraduate Psychology moved teaching materials from the school intranet to the University Learning Management System (WebCT) during 2005. This change took place to avail students of interactive, reflective and adaptive new elearning technologies. This blended learning approach allowed academics to both provide lecture materials online as well as add to the student experience. Specifically, this has been achieved through the complete redevelopment of learning materials for first year, the incorporation of online discussions" with a dedicated online tutor for second year, and online formative assessment for both first and second year units of study. 2,456 student evaluations of the functionality and educational components of the online units of study were analysed for first and second semesters in 2005. The results of this analysis will i) help determine the elearning materials which students desire and need, ii) influence the way we develop online components of units of study in the future, and iii) determine time and staffing commitments for the development of online resources.

Original language	English
Title of host publication	Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: WhoÃ¢€™s Learning? Whose Technology? 3Ã¢€“6 December 2006, Sydney, Australia
Publisher	Sydney University Press
Pages	863-870
Number of pages	8
ISBN (Print)	1920898476
Publication status	Published - 2006
Event	Australasian Society for Computers in Learning in Tertiary Education. Conference - Brisbane, Australia Duration: 4 Dec 2005 → 7 Dec 2005 Conference number: 22nd

Conference

Conference	Australasian Society for Computers in Learning in Tertiary Education. Conference
Country/Territory	Australia
City	Brisbane
Period	4/12/05 → 7/12/05

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 4 Quality Education

Keywords

blended learning
education, higher
psychology

Cite this

White, F. A., Daly, M., & Scott, K. M. (2006). Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future. In Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: WhoÃ¢€™s Learning? Whose Technology? 3Ã¢€“6 December 2006, Sydney, Australia (pp. 863-870). Sydney University Press.

White, Fiona A. ; Daly, Martin ; Scott, Karen M. / Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future. Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: WhoÃ¢€™s Learning? Whose Technology? 3Ã¢€“6 December 2006, Sydney, Australia. Sydney University Press, 2006. pp. 863-870

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title = "Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future",

abstract = "Undergraduate Psychology moved teaching materials from the school intranet to the University Learning Management System (WebCT) during 2005. This change took place to avail students of interactive, reflective and adaptive new elearning technologies. This blended learning approach allowed academics to both provide lecture materials online as well as add to the student experience. Specifically, this has been achieved through the complete redevelopment of learning materials for first year, the incorporation of online discussions{"} with a dedicated online tutor for second year, and online formative assessment for both first and second year units of study. 2,456 student evaluations of the functionality and educational components of the online units of study were analysed for first and second semesters in 2005. The results of this analysis will i) help determine the elearning materials which students desire and need, ii) influence the way we develop online components of units of study in the future, and iii) determine time and staffing commitments for the development of online resources.",

keywords = "blended learning, education, higher, psychology",

author = "White, \{Fiona A.\} and Martin Daly and Scott, \{Karen M.\}",

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booktitle = "Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: Who{\~A}¢€{\texttrademark}s Learning? Whose Technology? 3{\~A}¢€{\textquotedblleft}6 December 2006, Sydney, Australia",

publisher = "Sydney University Press",

note = "Australasian Society for Computers in Learning in Tertiary Education. Conference ; Conference date: 04-12-2005 Through 07-12-2005",

}

White, FA, Daly, M & Scott, KM 2006, Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future. in Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: WhoÃ¢€™s Learning? Whose Technology? 3Ã¢€“6 December 2006, Sydney, Australia. Sydney University Press, pp. 863-870, Australasian Society for Computers in Learning in Tertiary Education. Conference, Brisbane, Queensland, Australia, 4/12/05.

Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future. / White, Fiona A.; Daly, Martin; Scott, Karen M.
Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: WhoÃ¢€™s Learning? Whose Technology? 3Ã¢€“6 December 2006, Sydney, Australia. Sydney University Press, 2006. p. 863-870.

Research output: Chapter in Book / Conference Paper › Conference Paper › peer-review

TY - GEN

T1 - Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future

AU - White, Fiona A.

AU - Daly, Martin

AU - Scott, Karen M.

N1 - Conference code: 22nd

PY - 2006

Y1 - 2006

N2 - Undergraduate Psychology moved teaching materials from the school intranet to the University Learning Management System (WebCT) during 2005. This change took place to avail students of interactive, reflective and adaptive new elearning technologies. This blended learning approach allowed academics to both provide lecture materials online as well as add to the student experience. Specifically, this has been achieved through the complete redevelopment of learning materials for first year, the incorporation of online discussions" with a dedicated online tutor for second year, and online formative assessment for both first and second year units of study. 2,456 student evaluations of the functionality and educational components of the online units of study were analysed for first and second semesters in 2005. The results of this analysis will i) help determine the elearning materials which students desire and need, ii) influence the way we develop online components of units of study in the future, and iii) determine time and staffing commitments for the development of online resources.

AB - Undergraduate Psychology moved teaching materials from the school intranet to the University Learning Management System (WebCT) during 2005. This change took place to avail students of interactive, reflective and adaptive new elearning technologies. This blended learning approach allowed academics to both provide lecture materials online as well as add to the student experience. Specifically, this has been achieved through the complete redevelopment of learning materials for first year, the incorporation of online discussions" with a dedicated online tutor for second year, and online formative assessment for both first and second year units of study. 2,456 student evaluations of the functionality and educational components of the online units of study were analysed for first and second semesters in 2005. The results of this analysis will i) help determine the elearning materials which students desire and need, ii) influence the way we develop online components of units of study in the future, and iii) determine time and staffing commitments for the development of online resources.

KW - blended learning

KW - education, higher

KW - psychology

UR - http://handle.uws.edu.au:8081/1959.7/528925

UR - http://www.ascilite.org/conferences/sydney06/proceeding/pdf_papers/vol2.pdf

M3 - Conference Paper

SN - 1920898476

SP - 863

EP - 870

BT - Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: WhoÃ¢€™s Learning? Whose Technology? 3Ã¢€“6 December 2006, Sydney, Australia

PB - Sydney University Press

T2 - Australasian Society for Computers in Learning in Tertiary Education. Conference

Y2 - 4 December 2005 through 7 December 2005

ER -

White FA, Daly M, Scott KM. Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future. In Proceedings of the 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education: WhoÃ¢€™s Learning? Whose Technology? 3Ã¢€“6 December 2006, Sydney, Australia. Sydney University Press. 2006. p. 863-870

Student evaluations of elearning technologies in undergraduate psychology : a blended model for the future

Abstract

Conference

UN SDGs

Keywords

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