Online Learning Experiences of University Students

Abstract

Online education has become widespread in many countries during recent years, and the paradigmatic shift from traditional to online education (e.g., Harasim, 2000; Karuppan, 2001; Kilby, 2001) has occurred as part of planned educational policy, with both international and national experiences supporting its growth. Similarly, students now have increasingly higher expectations regarding the quality of learning, and they expect a more individual, flexible, and humanistic approach in education. In addition, technology is expected to improve access to education, reduce costs and improve the cost-effectiveness of education (Bates, 1997, cited in Alexander, 2001).