Students’ Experiences of e-learning in Higher Education helps higher education instructors and university managers understand how e-learning relates to, and can be integrated with, other student experiences of learning. Grounded in relevant international research, the book is distinctive in that it foregrounds students’ experiences of learning, emphasizing the importance of how students interpret the challenges set before them, along with their conceptions of learning and their approaches to learning. The way students interpret task requirements greatly affects learning outcomes, and those interpretations are in turn influenced by how students read the larger environment in which they study. The authors argue that a systemic understanding is necessary for the effective design and management of modern learning environments, whether lectures, seminars, laboratories or private study. This ecological understanding must also acknowledge, though, the agency of learners as active interpreters of their environment and its culture, values and challenges. Students’ Experiences of e-learning in Higher Education reports research outcomes that locate e-learning within the broader ecology of higher education and: Offers a holistic treatment of e-learning in higher education, reflecting the need for integrating e-learning and other aspects of the student learning experience Reports research on students’ experiences with e-learning conducted by authors in the United States, Europe, and Australia Synthesizes key themes in recent international research and summarizes their implications for teachers and managers.

What's it really like to learn online?Learning Online: The Student Experience Online learning is ubiquitous for millions of students worldwide, yet our understanding of student experiences in online learning settings is limited. The geographic distance that separates faculty from students in an online environment is its signature feature, but it is also one that risks widening the gulf between teachers and learners. In Learning Online, George Veletsianos argues that in order to critique, understand, and improve online learning, we must examine it through the lens of student experience. Approaching the topic with stories that elicit empathy, compassion, and care, Veletsianos relays the diverse day-to-day experiences of online learners. Each in-depth chapter follows a single learner's experience while focusing on an important or noteworthy aspect of online learning, tackling everything from demographics, attrition, motivation, and loneliness to cheating, openness, flexibility, social media, and digital divides. Veletsianos also draws on these case studies to offer recommendations for the future and lessons learned. The elusive nature of online learners' experiences, the book reveals, is a problem because it prevents us from doing better: from designing more effective online courses, from making evidence-informed decisions about online education, and from coming to our work with the full sense of empathy that our students deserve. Writing in an evocative, accessible, and concise manner, Veletsianos concretely demonstrates why it is so important to pay closer attention to the stories of students—who may have instructive and insightful ideas about the future of education.

"This book presents international practices in the development and use of applied e-Learning and e-Teaching in the classroom in order to enhance student experience, add value to teaching practices, and illuminate best practices in the area of e-Assessment. This book provides insight into e-Learning and e-Teaching practices while exploring the roles of academic staff in adoption and application"--Provided by publisher.

This book has a completely new take on e-learning in higher education, introducing a novel framework which distinguishes between e-learning 1.0 (distribution), e-learning 2.0 (dialogue), and e-learning 3.0 (construction). Through this framework, the use of e-learning is actively linked to three theoretical perceptions of learning: 1.0 (behavioural learning theory), 2.0 (cognitive learning theory), and 3.0 (social learning theory). E-learning 1.0, 2.0, and 3.0 guides the reader through the design and use of e-learning by the central framework. Readers are invited to reflect on the learning theories underlying their own e-learning design practices. The book introduces eight practical examples of e-learning design considerations and e-learning implementations as academic colleagues from around the world present their concrete use-cases of e-learning technologies. E-learning 1.0, 2.0, and 3.0 will enable readers to use the framework for e-learning and its link to associated learning theories to inform their own design and use of e-learning technologies - for the benefit not only of teachers, but also the engagement and learning of students.

This book investigates e-learning practices at American and Australian institutes of higher learning, their status quo, best-practice examples, and remaining issues. Utilizing a mixed-methods approach, it combines three studies – two using quantitative methods and a third using qualitative methods – in order to gauge the status quo of e-learning. The first study addresses the dominant cultural dimensions, revealing that the main explanation for the results may be the fact that most suppliers of the Australian university’s e-learning system had an East Asian cultural background and predominantly traditional perspectives on learning. In Study 2, the findings indicate that the levels of e-learning practice at the Australian and US universities surveyed were above average, although the American university was ranked higher in terms of e-learning practices. In turn, Study 3 investigates current problems in e-learning practice on the basis of four aspects – pedagogy, culture, technology and e-practice – and determines that cultural sensitivity and effective cultural practices show room for improvement, while key technological challenges and issues like faculty polices, quality, LMS, and online support need to be overcome. In general, the outcomes suggest that it is essential for the Australian university surveyed to further develop and update its e-learning system, especially in terms of e-practice, using the same technologies that pioneering countries like America are employing. Indeed, the combination of adopting patterns successfully used in other countries, and adjusting them to the Australian culture, represents the best strategy for educational decision and policy makers. This book provides the basis for designing a culture-sensitive framework for higher education e-learning practice in American and Australian contexts. Moreover, students’ and teachers’ experiences with e-learning in a comparative higher education context can help higher education instructors and university managers to understand how e-learning relates to, and can be integrated with, other experiences of learning and teaching.

This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in higher education. Focusing on student and faculty experiences of online and distance education, the text provides reflections on novel initiatives, unexpected challenges, and lessons learned. Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to asking what lessons COVID-19 can offer for the future development of online and distance learning in higher education. This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more, specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly.

This book is to explores a variety of facets of online learning environments to understand how learning occurs and succeeds in digital contexts and what teaching strategies and technologies are most suited to this format. Business, health, government and education are some of the core sectors of society which have been experiencing deep transformations due to a generalized digitalization. While these changes are not novel, the swift progress of technology and the rising complexity of digital environments place a focus on the need for further research and novel strategies. In the context of education, the promise of increased flexibility and broader access to educational resources is impelling much of higher education’s course offerings to online environments. The 21st century learner requires an education that can be pursued anytime and anywhere and that is more aligned with the demands of a digital society. Online education not only assists students to success-fully integrate a workforce that is increasingly digital, but it helps them to become more comfortable with the use of technology in general and, hence, more prepared to be prolific digital citizens. The variety of settings portrayed in this volume attest to the unlimited opportunities afforded by online learning and serve as valuable evidence of its benefit for students’ educational experience. Moreover, these research efforts assist a more comprehensive reflection about the delivery of higher education in the context of online settings.