NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ782722
Record Type: Journal
Publication Date: 2008-Jan
Pages: 17
Abstractor: Author
Reference Count: 34
ISBN: N/A
ISSN: ISSN-0007-1013
Promoting Academic Writing/Referencing Skills: Outcome of an Undergraduate E-Learning Pilot Project
Brown, Cary A.; Dickson, Rumona; Humphreys, Anne-Louise; McQuillan, Vicky; Smears, Elizabeth
British Journal of Educational Technology, v39 n1 p140-156 Jan 2008
Future health care professionals will require self-directed learning skills. e-Learning is a tool to assist in this process and therefore there is a need to develop the capacity and readiness to utilise e-learning within educational programmes. The aim of this study was to determine if extra-curricular online referencing and anti-plagiarism lectures would be utilised and would ultimately improve 1st-year undergraduate health sciences students' performance in written assessments. A series of six online archived multimedia lectures (asynchronous) were offered. Adult learning theory principles guided the resource design. Pre- and post-testing of knowledge, attitudes and computer skills was carried out. In-person tutorials and online email support were also offered. Less than 36% (self-report) of students accessed the online resources. The poor uptake revealed in this study is consistent with a number of other studies. These findings indicate the need for more careful scrutiny of the learning theory applied in e-learning design. Prochaska's transtheoretical model is suggested as a framework with strong potential for e-learning initiatives.
Blackwell Publishing. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8599; Fax: 781-388-8232; e-mail: customerservices@blackwellpublishing.com; Web site: http://www.blackwellpublishing.com/jnl_default.asp
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A