eLearning is becoming the sine qua non of higher education due to its increasing popularity and numerous Learning Experience (Lx), sociological and ecological benefits. eLearning can increase self-directed, active, social and personalized learning opportunities and reduce physical limitations, which can lead to higher student enrollment and more diverse, accessible, sustainable and scalable educational opportunities. University students are increasingly into technology but digital literacy, online readiness and completion rates do not follow this upward trend (Bowers & Kumar, 2017; Doe, Castillo & Musyoka, 2017; Kennedy, Judd, Churchward, Gray & Krause, 2008). To truly benefit from eLearning, we must increase students’ desire and ability to learn and perform in this environment. This case study discusses the course eConcordia created for enhancing self-regulated learning, self-motivation, virtual interpersonal communication, time management, study skills and technological self-efficacy. Students complete a self-assessment based on the Online Learning Readiness Scale (Hung, Chou, Chen & Own, 2010) and are given best practices, tools and techniques grounded in educational psychology and educational technology. Our analyses revealed that optimizing eLearning design for online readiness while preparing students to be autonomous self-directed learners is central to successful eLearning. This case study will benefit faculty, students, instructional designers and educational technologists in preparing students to succeed and in designing better online courses.
Amber Judge, Concordia University (eConcordia), Canada
Jihan Rabah, Concordia University (eConcordia), Canada
Stream: Higher education
This paper is part of the IICEHawaii2018 Conference Proceedings (View)
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