Perceptions of e-learning in secondary education: a viable alternative to classroom instruction or a way to bypass engaged learning?

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Wayne Journell, Assistant Professor (Creator)
The University of North Carolina at Greensboro (UNCG )
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Abstract: This manuscript uses interview data collected during a qualitative study in 2007 of a secondary US history e-learning course. The teacher, Mr. Harding, and 11 of the 13 students in the class were interviewed about their general perceptions of e-learning and the ability to effectively learn content online. The findings of the study show that nearly all participants maintained a belief that e-learning was best used for information transmission and rote memorization rather than active or social learning. Further, Mr. Harding seemed to characterize e-learning students as uninterested in engaging in social interaction online, a perception that was refuted, at least partially, by his students. The manuscript concludes with a discussion of the findings and implications for secondary e-learning programs.

Additional Information

Language: English
Date: 2010
elearning, secondary education, perceptions, education, online education, online learning

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