|dc.contributor.author||An, Irene Shidong||-|
|dc.description.abstract||This research aims to examine university teacher and student perceptions of, and experiences in, e-learning in campus-based blended language learning environments at Australian universities. The blended environments examined in this research are those where campus-based face-to-face teaching is enhanced by the implementation of certain types of technology. It investigates why and how teachers adopted e-learning in their courses, their perceptions of the effectiveness of the blended e-learning and the possible barriers they face in the process. It also investigates how students perceived the connection between e-learning and face-to-face teaching and learning, whether they thought blended e-learning assisted their language learning for the course and what constituted their e-learning experiences in this blended environment. Specifically, their learning approaches to various e-learning tasks are examined. Most importantly, this study adopts an ecological perspective and explores the inter-relationships between teachers and students’ perceptions and experiences in the e-learning environment.
This mixed methods research utilizes qualitative student and teacher interviews as well as quantitative student questionnaires and WebCT tracking records of student e-learning performances. Eighteen teachers and sixty students participated in this study and 19 of the 60 students also participated in the semi-structured interviews. The student participants are Chinese students taking a first-year beginners course in an Australian metropolitan university.
The findings of this study indicate that learners play a decisive role in effective e-learning; however their role and the teacher’s role are inter-related and inter-dependent. e-Learning is most likely to result in desirable learning outcomes when teacher and student perceptions match in terms of interpretation of the learning environment, the designed goals of the e-
learning tasks, the teacher and learner roles in the learning, and most importantly, when the learning approaches are effective for conducting self-regulated learning. For tertiary education where student-centred learning is highly valued and student profiles diversified, a better understanding of students’ experiences through contextualized and holistic research is a pre-requisite for good curriculum planning.||en_AU|
|dc.publisher||University of Sydney||en_AU|
|dc.publisher||Faculty of Arts and Social Sciences||en_AU|
|dc.publisher||Department of Chinese Studies||en_AU|
|dc.rights||The author retains copyright of this thesis. It may only be used for the purposes of research and study. It must not be used for any other purposes and may not be transmitted or shared with others without prior permission.||en_AU|
|dc.title||e-Learning in Campus-based Blended Language Learning Environments: University Teacher and Student Perceptions and Experiences||en_AU|
|dc.type.pubtype||Doctor of Philosophy Ph.D.||en_AU|
|dc.description.disclaimer||Access is restricted to staff and students of the University of Sydney . UniKey credentials are required. Non university access may be obtained by visiting the University of Sydney Library.||en_AU|
|Appears in Collections:||Sydney Digital Theses (University of Sydney Access only)|