Undergraduate students’ experiences of networked learning in UK higher education: A survey-based study

Goodyear, Peter; Jones, Christopher; Asensio, Mireia; Hodgson, Vivien and Steeples, Christine (2004). Undergraduate students’ experiences of networked learning in UK higher education: A survey-based study. In: Goodyear, Peter; Banks, Sheena; Hodgson, Vivien and McConnell, David eds. Advances in Research on Networked Learning. Computer-Supported Collaborative Learning (4). Berlin: Springer, pp. 91–121.

DOI: https://doi.org/10.1007/1-4020-7909-5_5

URL: http://www.springer.com

Abstract

This chapter reports findings from a study of networked learning at the undergraduate level. It focuses on students’ expectations about, and experiences of, networked learning. The data come from questionnaires administered at the start and end of four different courses, and their interpretation is informed by a set of interviews with students and teachers involved in these and other networked learning courses. Students’ views were generally positive at the start and at the end of each course, though they became more moderate over time. The structure of students’ reported feelings remained relatively stable over time. There was no evidence to suggest that male or younger students had more positive feelings about networked learning. The thoroughness with which the use of communications technology is integrated into a networked learning course appears as a significant factor in explaining differences in students’ feelings about the worth and value of their experience. As might be expected, a well-integrated course was associated with more positive experiences.

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