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Integrating ICT into Higher Education at the University of Moncton: A Qualitative Inquiry of Onsite vs. Online Students’ Perceptions
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, , University of Moncton, Canada

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

For the past two decades, information and communication technologies (ICT) have transformed the ways professors teach and students learn. This study aims to investigate the perceptions of onsite students (blended mode) and of those taking the same courses on the Internet (online mode). To guide the study, a moderator-type theoretical research model was developed, out of which eight hypotheses were formulated. The model was tested in a field experiment. To collect data, we used a multi-method approach, that is, a Web survey involving open- and closed-ended questions. The sample was formed of 192 onsite and online students from the three campuses of the University of Moncton (Moncton, Edmundston, and Shippagan). The quantitative data analysis was performed using a structural equation modeling software, that is, Partial Least Squares (PLS); the qualitative data were analyzed following a thematic structure using QSR NVivo software. In this paper we present a summary of the qualitative results (open-ended questions).

Citation

Fillion, G. & Booto Ekionea, J.P. (2012). Integrating ICT into Higher Education at the University of Moncton: A Qualitative Inquiry of Onsite vs. Online Students’ Perceptions. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 557-566). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved May 22, 2019 from .

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