refers to education after professional education, and is a tool to support professional development in changing working life. It is based on the principle of lifelong learning.
Published in Chapter:
Online Learning Experiences of University Students
Johanna Lammintakanen (University of Kuopio, Finland) and Sari Rissanen (University of Kuopio, Finland)
Copyright: © 2009
|Pages: 7
DOI: 10.4018/978-1-60566-198-8.ch220
Abstract
The aim of this article is to provide an overview of university students’ experiences of online learning, based both on some previous empirical studies and literature during the last decade. 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) 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. Students are increasingly demanding online access and universities are working to meet these demands (e.g., Song, Singleton, Hill, & Hwa Koh, 2004). In addition, technology is expected to improve access to education, reduce costs, improve the cost-effectiveness of education, and maintain the competitive advantage in student recruitment in higher education (Katz & Yablon, 2003; Newton, 2003). It is also important to note that no consistent paradigm for online education exists; rather there are multiple ways of making use of the Web in education, and these will vary for many reasons, for example, the needs of the learner and the subject being taught.