An Investigation Of Teaching Wholly Online In A School Of Computer And Information Science

Online delivery of computer and information science courses is challenging for both staff and students. There are considerable barriers posed by the technical environment and the physical separation of staff from their students. However the online environment, how staff and students perceive online...

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Bibliographic Details
Published in:Innovations in teaching and learning in information and computer sciences 2011-06, Vol.10 (2), p.51-61
Main Authors: Gulatee, Yuwanuch, Combes, Barbara, Clayden, Judy
Format: Article
Language:English
Subjects:
Computer programming
Computer science
Elearning
Online learning
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Summary:Online delivery of computer and information science courses is challenging for both staff and students. There are considerable barriers posed by the technical environment and the physical separation of staff from their students. However the online environment, how staff and students perceive online teaching and learning and the perceived differences between delivery on-campus and online also create barriers. In many ways this could be defined as a psychological barrier rather than a set of physical challenges to overcome. This study shows that students, almost by default, have a negative view of online learning and only use it when absolutely necessary, even in a school with a 10 year history of elearning implementation. Similarly, many staff within this study clearly indicated a belief that on-campus teaching produced better student outcomes, particularly in computer science subjects.
ISSN:1473-7507
1473-7507
DOI:10.11120/ital.2011.10020051