USE OF ONLINE RESOURCES IN LEARNING

USE OF ONLINE RESOURCES IN LEARNING

ABSTRACT

In this paper, we evaluated the attitude for and acceptance of online instruction by international students upon their completion of a graduate business program versus their attitude and acceptance of online instruction at the start of the program. The same cohort of students from an international MBA program in London was surveyed sixteen months apart to determine any changes in students' attitudes toward, and pUSE OF ONLINE RESOURCES IN LEARNING (Bassoppo, 2006,, 7).

USE OF ONLINE RESOURCES IN LEARNING

ABSTRACT

In this paper, we evaluated the attitude for and acceptance of online instruction by University of East London students upon their completion of a graduate business program versus their attitude and acceptance of online instruction at the start of the program. The same cohort of students from UEL was surveyed sixteen months apart to determine any changes in students' attitudes toward, and preferences for, online education. According to this framework, we have designed and tested nine research hypotheses comparing the online and hybrid instructional formats with other instructional formats like “Face-to-Face” and “Web-assisted.” We also analyzed relationships between online teaching and the students' attributes such as age, level of education, and work experience. This research extends our prior work on applicability and acceptance of online and offline instruction for international education (Bassoppo, 2006,, 7).

USE OF ONLINE RESOURCES IN LEARNING

Introduction

Online education in United Kingdom at the high school, college, and university levels is in a significant growth phase. By fall term 2008, there were 4.8 million students in 2,500 UK Universities taking at least one online course. This is a 50% increase in the number of students from 3.2 million in fall 2005 and an increase of 14% in the number of institutions from the same time period . Among potential future college and university students, in 2009 at least 27% of high school students in the U.K. were enrolled in one online course, an increase of 14% compared to 2008 (Bennet, 2008,, 206).

Our research explores the question,” what are student's attitudes towards the use of on-line resources for learning?” In this paper we extend our research which pursued the question of the applicability and acceptance and use of online resources by students in learning, specifically in University of East London, United Kingdom. The research is based on a survey of Students studying in UEL and their attitude towards the use of online resources for learning, which had experienced face-to-face, online and hybrid learning methodologies. In this paper we take a longitudinal approach by comparing student perceptions and attitudes towards the use of online resources in learning. (Bennet, 2008,, 206).

Significance of the Topic

A classic point of view and in a situation of current educational reform in much of the learning culture in the surrounding countries, is based on constructivist learning theories (which place particular emphasis on the idea of ??student as the centre of cognitive processes and thus the teaching and learning) is the placing resources in ...