Ontario Colleges in the Digital Age: Understanding the Student Experience, Perceptions and Attitudes of Online Learning at one Ontario College
Notice bibliographique
Résumé
The global economy is undergoing drastic upheavals as Canada enters the 21st century. The key driver of this transformation is the emergence of the digital age. The digital age is impacting all facets of Canadian society, including postsecondary education. The integration of educational technologies into curriculum is spawning a new form of learning commonly referred to as online learning. Online learning has the potential to radically alter the manner in which knowledge is taught and learned in Canadian higher education. This mixed-methods study utilized both quantitative and qualitative data collection methods. The qualitative phase (n = 16) was developed and built upon the development and analysis of the quantitative phase (n = 279), which is based on Chickering and Gamson’s (1987) Seven Principles for Good Practice in Undergraduate Education, permitting the researcher to probe more deeply into the college students’ attitudes and perceptions of their online learning experience. The participating students represented most of the programs offered by this college. After the data analysis and interpretations of the findings, several themes emerged. The participants in the online questionnaire were satisfied with their online learning experiences at this one Ontario college. The participants cited the convenience, flexibility and the ability to control their learning as major benefits associated with online learning. Although the students who participated in the online questionnaire were satisfied with their online learning experiences, the quantitative and qualitative findings of this study provide compelling evidence that, as a matter of preference, students would chose a face-to-face / hybrid course over an online course. The participants in the semi-structured interviews repeatedly discussed how the interaction and physical contact between faculty and student, and between students enhanced the learning experiences, which contributed to their academic success. The socialization that occurred in the classroom was also a contributing factor for the preference for face-to-face / hybrid instruction. The results of this study may inform and guide college leadership and faculty about the complexities associated with implementing an online learning strategy at their college. Implications of the conclusions are presented and discussed on how they may impact Ontario’s colleges.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,001 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».