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Distance, online and campus higher education: reflections on learning outcomes and teaching conditions
University of the West of Scotland, UK.
Umeå University, Faculty of Social Sciences, Department of Education.
2011 (English)In: Education and Technology: Innovation and Research. Proceedings of ICICTE 2011, Rhodes, Greece: ICICTE 2011 , 2011, 521-534 p.Conference paper (Refereed)
Abstract [en]

The paper draws on empirical data from Scotland and Sweden. The empirical setting from Scotland builds on an evaluation of online and on-campus study groups with exactly the same module syllabus. The Swedish setting is also based on an evaluation of distance and on-campus study groups with exactly the same module syllabus. The data compiled in both countries arise from performance measures comparing online and on campus study modes, interviews with teachers and Lecturer field notes. The results indicate that students in both countries foremost use the Virtual Learning Environment (VLE) as a forum for accessing information, to access asynchronous postings in the forums and access synchronous online lectures which are also accessed asynchronously in the VLE. The results in the online and campus modes in Scotland and Sweden indicated no significant differences in grades scores. In the paper we will discuss some reasons why study modes do not appear to influence grades.

Place, publisher, year, edition, pages
Rhodes, Greece: ICICTE 2011 , 2011. 521-534 p.
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Research subject
URN: urn:nbn:se:umu:diva-46039OAI: diva2:436867
International Conference on Information and Communication Technologies in Education (ICICTE), in Rhodes (Greece), 7-9 July. 2011.
Available from: 2011-08-25 Created: 2011-08-25 Last updated: 2011-08-26Bibliographically approved

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