Student perspectives on transitioning to new technologies for distance learning

Area of Science:

• Education
• Educational Technology
• Distance Learning

Background:

• Existing distance-learning master's programs face challenges when adopting new technologies and instructional strategies.
• Institutions with prior distance education experience may still encounter difficulties during technological transitions.

Purpose of the Study:

• To investigate students' perceptions of learning experiences during a distance education program's transition to new technologies and instructional methods.
• To evaluate the effectiveness of a multidimensional format for assessing program delivery during technological changes.

Main Methods:

• Utilized a formative evaluation approach incorporating open-ended and structured course surveys.
• Conducted an end-of-year student focus group to gather qualitative data on learning experiences.
• Examined student experiences through interactions among instructional activities, technology applications, and learning outcomes.

Main Results:

• Prior institutional experience with distance education does not automatically ensure a seamless transition to different technologies.
• A multidimensional formative evaluation approach is essential for comprehending student experiences in technology-mediated distance education.

Conclusions:

• Program planners must proactively address potential challenges when migrating distance education technologies.
• Continuous, multidimensional evaluation is critical for optimizing student learning experiences in evolving distance education environments.