Towards identifying factors underlying readiness for online learning: an exploratory study

To test the potential value of McVay's (2000) Readiness for Online Learning questionnaire for research and practice, the instrument was administered to 107 undergraduate university students drawn from a range of courses in the United States and Australia. The questionnaire was subjected to a reliability analysis and a factor analysis. The instrument fared well in the reliability analysis, and yielded a two-factor structure that was readily interpretable in a framework of existing theory and research. Factors identified were "Comfort with e-learning" and "Self-management of learning." It is suggested that the instrument is useful for both research and practice, but would be enhanced through further work on 5 of the 13 items. Additionally, further work is required to establish predictive validity.

The emergence of an online learning community in first year tertiary studies in psychology

The introduction of an online supported, resource based learning environment into a large, multi-modal first year psychology unit led to the spontaneous development of a small, but active, learning community. While off campus students were more active online contributors, many other students "observed" these interactions, not actively contributing but finding the discussion postings valuable to their learning. Overall, use and perceived value of the online communication facilities were related to how confident students were that they had an appropriate study strategy, with off campus and older students reporting greater confidence in their study approach. The results highlight that the nature and function of learning communities for large, multi-modal foundation units are quite different to those typically articulated in the literature and are worth further investigation.

Volunteering and social capital in regional Victoria

The link between volunteerism and social capital has received some attention in Australia in recent years. Of particular note to this paper is the work of Baum, Bush, Modra, Murray, Cox, Alexander, and Potter (2000), who described the contribution volunteers made to social capital in a metropolitan setting - the western suburbs of Adelaide, South Australia. The aim of this current study is twofold, to describe the contribution volunteers make to social capital through participation, reciprocity and social trust in a regional and rural setting; and to compare findings with those relating to a metropolitan environment. In the light of differing volunteer patterns in rural and regional environments compared to metropolitan environments, we hypothesised that the relationship between volunteerism and indicators of social capital would also be different. The results from this study support the findings of Baum, Modra, Bush, Cox, Cooke, and Potter (1999) and therefore reinforce the premise that volunteers make a substantial. contribution to social capital. While greater numbers of people who live in rural or regional areas undertake volunteer work, we found there are more similarities between the rural/regional and metropolitan sectors regarding volunteerism than there are differences.

Impacts of an online-supported, resouce-based learning environment: does one size fit all?

This paper reports on the use of an online, resource-based learning (RBL) approach in first year psychology at Deakin University. Differences between on- and off-campus students that emerged are examined in the context of the learning goals and study approaches of the two student groups and their attitudes to using computers. Unlike the on-campus students who were less positive about working with computers and reported confusion about how and what to study for the unit, the off-campus students reported feeling confident they had a good study strategy and were more positive about computers. The off-campus students also reported that they spent more time working with electronic resources and attached greater value to them. While all students valued the prescribed resources, the off-campus students found some of the optional, electronic resources valuable because they added to the learning experience. These students also reported greater use of the computer-mediated communication available as part of the online learning environment, and valued this functionality more highly than did the on-campus students. These findings highlight the need to take into account learner characteristics when designing learning environments that cater for individual differences and preferences. While online-supported RBL approaches have the potential to cater to the diverse needs of students, learning environments need to be designed, structured and delivered so the learning experience can be customized to the needs of different student cohorts, while preserving the overarching, pedagogical goals.

Online versus postal data collection methods: an examination of issues and a comparison of results

New communications technologies often allow new ways of conducting market research. Determining the advantages of a new data collection method over established alternatives is difficult without thorough comparative testing. Computer-mediated marketing research is one such example of a new technology that has been enthusiastically embraced by marketing organisations and those servicing them. While researchers using the Internet (Net) and World Wide Web (Web) in its early years reported benefits such as high response levels, there is little in the way of comparative evidence to support any claimed advantages. This paper reports on the outcomes of three separate studies in which members (subscribers) of various organisations have been surveyed using both postal and online (email invitation and HTML Web form) data collection methods. The conclusion here is that it would be unwise to assume that one method can be directly substituted for another and obtain the same response. Differences in both the response pattern and demographic profile of respondents between the groups are consistently noticed, such as to warrant further examination of the methods used in online marketing research, and to suggest the need for further study.

Cultural issues in online learning - is blended learning a possible solution?

The emergence of cross-cultural classrooms has been steadily increasing in Australian tertiary institutions, due to the growing population of international students enrolling to complete their degrees. This increase in international students has signified a change in the student demographics, thus recognizing the differences in students’ learning styles, and indicating that a more flexible approach is needed for learner content delivery. Research has suggested that students from different cultures have varying compatibility with different learning environments. With tertiary institutions now expanding towards the online forum for delivery of units, these compatibilities of students are even more evident. Hence, in order to ensure that all students are able to participate in this domain, preparations are needed to accommodate all cultural types. Therefore with the emphasis on creating flexible learning environments for all students the blended learning approach has been suggested as a solution.

Deakin Online: an evolving case study

This paper describes the planning, implementation and current progress of the Deakin Online Project which aims to establish a virtual campus for Deakin University. The project is built upon the WebCT Vista© learning management system. Strategies for eTeaching and eLearning are analysed and the dangers and opportunities are identified. Approaches to the preparation of both students and faculty for working in the online environment are discussed including online training, mentoring schemes and a dedicated teaching and learning support unit. An in-depth account of the project is presented which is potentially useful to any organization considering embarking on online teaching on a large scale.

Small business peceptions of online marketing research

Concerns over the overall cost of marketing research and the cost per usable response have in large measure caused marketing practitioners to turn to online marketing research techniques, either as a solus technique, or in a mixed mode application. However, the use of e-mail and mixed mode surveys such as postal invitations to complete online questionnaires present both familiar and new issues, as the extant literature illustrates. This paper examines an earlier study before reporting findings from the present study, which employs a method that ascertains the probability of commissioning and/or responding to four survey research methods, described in scenarios and delivered using e-mail and the World Wide Web (Web). It is evident that while perceptions of e-mail, the Internet, and privacy have changed since early use of the Internet and more particularly the World Wide Web, and there is acknowledgment in the literature concerning the lower costs and faster response speeds of online marketing research, small businesses do appear to discriminate in favour of targeted online survey methods over postal surveys, portrayed as scenarios in this study. They indicate a greater likelihood of responding to targeted, hybrid email/Web surveys than traditional postal surveys.

Adult learners in the workplace: online learning and communities of practice

Seven in-employment postgraduate Master's level students in an e-learning unit participated in this research, designed to identify tensions between participation in a community of learning that was part of their studies, and participation in the communities of practice that they were engaged in at their workplaces. It was hypothesised that participation in both these forms of community in their different contexts may enhance each other, or could potentially have a disrupting effect on each. The research employed an interviewing technique. The students' perceptions of the impact of participation in the one form of community on their participation in the other was mixed, with some suggesting that it was enhancing, and others suggesting the contrary, or that there was no impact. The findings indicate that the enhancing effect of participation in communities of learning relevant to a learner's workplace community of practice occur when the learning tasks are designed to enable negotiation of tasks and collaboration with learners who have similar workplace issues.

Finding voices: authentic learning online in the field of public communication and citizenship

A creative re-acculturation of teachers and students is occurring in virtual classrooms as traditional learning resources, pedagogy, and technology intersect in unexpected ways. This paper reports on a case of authentic, experiential, and constructivist learning developed for tertiary public relations  students. A subject titled ‘Public Communication and Citizenship’ (PCC) at  Deakin University in Australia asked students to examine the problematic and contentious areas of self interest, persuasion, power, and ethics in  contemporary contexts of mass media and globalisation. Feedback from  those students suggests that, in this case, online teaching strategies  successfully integrated with the total learning environment to achieve  higher-order learning. PCC is one example of PR pedagogy combining  theory and technology to move beyond ‘skilling for jobs’.

Managing student expectations online

In contrast to other studies of students in online environments, which examine the skills and attitudes that students bring to an online university learning environment, we are interested in the expectations with which students come to online university study. Four expectational barriers, which arise from students’ background and cultural history, are identified as being: who is responsible for learning, who is responsible for student interaction with content, who is responsible for the use of appropriate learning strategies and who is responsible for required ancillary skills. There is a discussion of how these barriers arise and how one might attempt to manage the students’ expectations and ameliorate their effects.

Teaching social work online: dilemmas and debates

The stampede towards delivering tertiary education online has been well documented in the academic literature and newspaper media. A great deal of this writing has been characterised by an acute division between those who support and those who deplore this paradigm shift in the way education is offered to students. Not withstanding a few notable exceptions, social work as a discipline has yet to fully engage in this debate, watching, as emerging technologies radically change the way education and social services are delivered. This article provides an overview of the literature related to online learning in social work. In particular the global context influencing the delivery of education is investigated; the major themes emerging from the literature are highlighted; the opportunities and obstacles for teaching and learning social work online are examined, and finally questions relating to the cultural implications for delivering social work education online are identified using a constructivist framework.

Facilitating online privacy on eCommerce websites: an Australian experience

As traditional organizations using their websites for eCommerce transactions are increasing at an exponential rate, privacy concerns of users are also on the rise. To gain an insight into these concerns, existing policies and legislation, we conducted the research reported in this paper, in 2003. To augment the literature synthesis, a multiple case study analysis was conducted, based on six large organisations in Australia. Our research findings suggested that in the Australian context, an online privacy policy (OPP) on the website which complies with the Privacy Act, supported by few best practices are reasonably able to address online privacy concerns. However, these findings are restricted in time frame, indicative and relevant in the Australian context. Nevertheless, we hope to stimulate academic research enquiry and discussion forums through this research.