From Student’s Experience: Does E-learning Course Structure Influenced by learner’s Prior Experience, Background Knowledge, Autonomy, and Dialogue

Prior E-learning Experience and Perceived Learning Outcomes in an Undergraduate E-learning Course

This paper reports the findings of research into the effect of E-learning experience on students’ perceived learning outcomes. The research examines perceived learning outcomes in terms of effectiveness, amount and productivity of learning in an E-learning context. The participants were undergraduate course students at Tamk University of Applied Sciences in Tampere, Finland. The results were in...

How Does Prior Knowledge Impact Students' Online Learning Behaviors?

This study explored the impact of prior domain knowledge on students’ strategies and use of digital resources during a Web-based learning task. Domain knowledge was measured using preand posttests of factual knowledge and knowledge application. Students utilized an ageand topic-relevant collection of 796 Web resources drawn from an existing educational digital library to revise essays that they...

Online Course Experience Matters: Investigating Students’ Perceptions of Online Learning

With the rapid growth of online programs, many higher educational institutions are considering offering online courses and programs to better serve students that have grown up in a technological era. Although many higher educational administrators recognize the value and flexibility of online education, research is needed concerning course design, assessment, and student’s perceptions of online...

The Prior Experience of Entering CS Students

One of the foremost issues for instructors of “Introduction to Programming” or “CS1” courses is the diversity of students’ backgrounds – on one end of the range, a significant portion of students start their computing degree without prior programming expertise, while on the other end, many students have even worked in a job where programming was a substantial part. This diversity makes it diffi...

Between experience-based learning and scholarly dialogue