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ERIC Number: EJ1017463
Record Type: Journal
Publication Date: 2013
Pages: 9
Abstractor: As Provided
ISSN: ISSN-1027-5207
Students' Attitudes towards Technology-Enabled Learning: A Change in Learning Patterns? The Case of a Master's Course in Political Science
Paunescu, Mihai
European Journal of Open, Distance and E-Learning, v16 n1 p27-35 2013
This article sets to explore the attitudes of higher education students enrolled in a political science programme at Master level towards e-learning facilitated by the introduction of a Moodle platform. The students have been surveyed at the end of public management course in the first semester of the programme asking them to evaluate both the contents (resources) available on the virtual learning environment, as well as the type of activities and the general interaction with technology. The objectives of our survey were twofold: first to carry a thorough evaluation of the course in order to collect evidence for further improvement, but also, more importantly, to unravel the established patterns of students' learning and their attitudes towards a set of technology facilitated type of learning activities. We conclude that the implementation of a VLE is definitely not likely to immediately change existing learning/teaching practice. It is seen mainly as a support and complementing activity of face-to-face course deliveries, but does not yet change the pedagogical underpinnings of the learning practices. On the other hand, a thorough evaluation of students' attitudes towards technology-enabled learning is crucial for consistently planning course designs and for embedding a quality culture at course level.
European Distance and E-Learning Network. Available from: EDEN Secretariat, c/o Budapest University of Technology and Economics, Egry Jozsef u 1, H-1111, Hungary. Tel: +36-1-463-1628; Fax: +36-1-463-1858; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A