eLearning - Another dimension

Much has been written about student learning approaches. For example, surface learning and deep learning approaches have been investigated widely (Gibbs, 1992; Ramsden, 1992). When designing an approach to learning and teaching to cater for differing learning styles it cannot be assumed that students who demonstrate a surface learning approach will naturally develop a deep learning approach as they progress through their studies (Biggs, 1987; Ramsden, 1992). While remaining mindful of this, it is possible to use traditional face-to-face teaching methods, eLearning methods, or a combination of these (mixed mode) within a variety of pedagogies, provided basic learning principles are adhered to.

The use of a blended approach to promote learning at UWA, that is face-to-face teaching combined with eLearning strategies, provides learning opportunities both on campus and via online. Findings from the First Year Experience (McGuiness & James, 1994) study suggest that aligning student lifestyles (e.g. work pressures) with access to learning experiences (e.g. teaching staff availability) is an important consideration. eLearning methods need to be constructed in ways that address different pedagogies and learning styles. This allows students to be engaged in their learning experiences and become self-directed (McCormack & Jones, 1998).

• Biggs, J. (1987). Student approaches to learning and studying. Hawthorn, Vic.: Australian Council for Educational Research.
• Gibbs, G. (1992). Improving the quality of student learning. Bristol: Technical and Educational Services.
• McCormack, C. & Jones, D. (1998). Building a web-based education system. New York: Wiley Computer Publishing.
• McInnis, C. & James, R. (1994). The first year experience in Australian universities: Patterns of affiliation and academic involvement. Paper presented at the Annual Conference of the Society for Research into Higher Education, York.
• Ramsden, P. (1992). Learning to teach in higher education. London: Routledge.