Tip: To gather records for later use, such as citation listing, click an item's Add to My Collection + icon. Click My Collection at any time to see your accumulated records. My Collection lasts for the duration of your browser session.
Parkes M, Reading CE, Stein S. e-Learning: Just how difficult can it be?. 2010.
Please use this identifier to cite or link to this item: http://e-publications.une.edu.au/1959.11/7637
e-Learning: Just how difficult can it be?
This paper reports the partial results of a study using the Hybrid Behaviourally Anchored Rating Scale (Hybrid BARS) to identify the competencies considered essential for effective performance in a university e-learning environment. The competencies were developed in accordance with social constructivist principles and in the context of a Learning Management System. Students and staff at the university study site were surveyed to rate the relative difficulty of the e-learning competencies. The application of Rasch analysis to the difficulty ratings data allowed the competencies to be ranked hierarchically. Subsequent analysis identified a statistically significant difference between student and staff perceptions of difficulty of the e-learning competencies. Competencies identified as contributing to the significant difference included those dealing with interaction and collaboration with other members of the e-learning community. The main conclusion drawn from the study was that students found elements of e-learning environments developed in accordance with social constructivist principles to be challenging.