Online Learning: a Student Perspective

Online Learning: A Student Perspective

Abstract The background of students in higher education is changing from the traditional middle class school-leaver to a complex mix of age, race, gender, ethnicity, socio-economics, and experience. With this complexity of student needs, abilities, experience and expectations comes challenges for academic staff and administration as well as for students which already had great impacts on student performance. Negotiating the steep learning curve for those unfamiliar with computer technology can involve real feelings of anxiety and stress. Coping with unfamiliar study and assessment schedules and the development of the research and writing skills necessary to successful scholarship often means juggling work and family commitments and dealing with accompanying feelings of guilt and frustration. Even those who are deemed free of ‘heavy’ responsibilities can find themselves seriously distracted from their goals as they learn how to cope with new social freedoms and identities. Under such pressures it is not surprising that students may find themselves struggling to cope with feelings of inadequacy and isolation. While online learning can mitigate some of the undesirable consequences of university life in the 21st century such as equity of access for distant or working students, it may also exacerbate other issues. For online learning to be a successful learning technology, its design, implementation and evaluation must involve taking into consideration those social and equity issues that affect the performance of a changing user base. Learners can then truly choose to learn and learn to choose. Keywords

Online learning, Counselling issues, Cognitive load, Interface design, Student performance, Teaching and learning, Mental models Introduction The ‘typical’ university student is no longer a white, male, school-leaver. Age, gender, cultural differences, sexual identity, disability, distance, and skill levels all contribute to a diverse student profile. An analysis of the undergraduate student population in the USA in 1994 revealed that more than half were over 21 years of age and that 41% were over 24 years of age (National Center for Education Statistics in Magolda, Terenzini & Hutchings Year unknown) while institutions in Britain and Australia report similar findings. As older students can bring to the university environment a deeper experience of life than their younger counterparts, they can also face unique responsibilities and challenges. The burden of maintaining a balance between family life and study commitments is a pressure felt by many returning to study after a sustained break. Loss of income can mean not only that major sacrifices have to be made to support long term goals but that familiar methods of managing stress may no longer be affordable. University is for some, their first introduction to computers and many struggle with all that is involved in mastering the technologies. Younger students can also face enormous challenges. Attending university can mean isolation from the support structures offered by friends and family at a time when many are facing major life choices. Balancing study commitments and work schedules have become a reality as Government cuts to education funding have forced families to support their children through university with little or no financial assistance. Increasingly, women are taking their place at university and are faced with the need for universities to make major paradigm shifts in educational perspectives traditionally characterised by male dominance. Disability is no longer synonymous with lack of choice and a broad range of cultures brings with it different ways of knowing and the need for this to be reflected in educational practice.
Universities also, are trying to come to terms with low budgets and high demand at a time when graduates expect a real answer to the question ‘was it all worth it?’. In an effort to provide efficient and effective learning experiences universities are examining the opportunities offered by online learning. There is however, a need for caution in adopting any new technology. It is important to have a clear picture of the prevailing educational environment so that the effects of innovation are evaluated in an accurate and meaningful way for both teachers and learners. Such an approach may assist in utilising