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Abstract

The influence of information technology on learning and higher education would seem a no-brainer for a lot, especially institutions that have already embraced the notion of eLearning as the new mode of education delivery. To others, notably traditional educational institutions, the perception of the risks of eLearning may sometimes be seen to outweigh its potential value, making it an unattractive way to deliver learning. Several research has been conducted to measure the impact of eLearning specifically on higher education faculty. Others have focused specifically on the perception of eLearning amongst students, and in some instances institutional administrators.

It is the intent of the current research to measure the perceived value and risks of eLearning amongst faculty, students and institutional administrators on a holistic level. Drawing on literature and theoretical frameworks addressing issues of culture, pedagogy, information technology, finances, social interactions, flexibility, sustainability and innovation, a survey of 267 respondents conducted across major higher education institutions of learning in North America was used to answer 5 key hypothesis. The results propose a holistic perceived value-risk model for eLearning involving faculty, students and institutional administrators.

Publication Date

11-14-2014

Disciplines

Educational Technology | Online and Distance Education

Value Risk Perceptions of eLearning

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