Learning E-Learning: The Restructuring of Students Beliefs and Assumptions about Learning

Autor/in	Andersson, Annika
Titel	Learning E-Learning: The Restructuring of Students Beliefs and Assumptions about Learning
Quelle	In: International Journal on E-Learning, 9 (2010) 4, S.435-461 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-2456
Schlagwörter	Foreign Countries; Developing Nations; Electronic Learning; Computer Assisted Instruction; Distance Education; Computer Science Education; Information Technology; Epistemology; Case Studies; Questionnaires; College Students; Student Attitudes; Educational Environment; Cultural Influences; Attitude Change; Beliefs; Discussion; Teacher Student Relationship; Academic Support Services; Student Needs; Behavior Theories; Constructivism (Learning); Cooperative Learning; Learner Controlled Instruction; Sri Lanka + Suchen Sie Ihr Suchwort? Ausland; Developing country; Developing countries; Entwicklungsland; Computer based training; Computerunterstützter Unterricht; Distance study; Distance learning; Fernunterricht; Computer science lessons; Informatikunterricht; Informationstechnologie; Erkenntnistheorie; Case study; Fallstudie; Case Study; Fragebogen; Collegestudent; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Cultural influence; Kultureinfluss; Attitudinal change; Einstellungsänderung; Belief; Glaube; Diskussion; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Ceylon
Abstract	This paper builds on a case study on e-learning in Sri Lanka with focus on students underlying beliefs about how one learns. E-learning programs are most often set up with the assumption that students should think, act and learn independently and with underlying values of constructivism and learner-centred learning. For students used to classroom-based, didactic education the transition to the e-learning paradigm is, however, neither predetermined nor immediate. The objective of this paper is to find out if, and how, the e-learning practice manages to transform students into more independent and self sustaining learners. By drawing on Structuration Theory this study analyzes and compares novice and experienced students' assumptions about learning when asking for a particular support function, because support needs should change if students start adopting the e-learning view on how learning is acquired. Findings show that students increasingly adopt the e-learning view on learning as they progress through the program. Students take increasingly more ownership of their learning and the teacher is no longer seen as the container of all knowledge. The importance of discussions also increases over time indicating that knowledge is no longer seen as being transmitted but rather created. (Contains 5 tables, 1 figure, and 1 note.) (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 1545, Chesapeake, VA 23327-1545. Tel: 757-366-5606; Fax: 703-997-8760; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10