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E-Learning: A Means to Increase Learner Involvement in Research

E-Learning: A Means to Increase Learner Involvement in Research

Marie de Beer, Roger B. Mason
Copyright: © 2014 |Volume: 9 |Issue: 2 |Pages: 18
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781466657335|DOI: 10.4018/ijwltt.2014040104
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MLA

de Beer, Marie, and Roger B. Mason. "E-Learning: A Means to Increase Learner Involvement in Research." IJWLTT vol.9, no.2 2014: pp.46-63. http://doi.org/10.4018/ijwltt.2014040104

APA

de Beer, M. & Mason, R. B. (2014). E-Learning: A Means to Increase Learner Involvement in Research. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 9(2), 46-63. http://doi.org/10.4018/ijwltt.2014040104

Chicago

de Beer, Marie, and Roger B. Mason. "E-Learning: A Means to Increase Learner Involvement in Research," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 9, no.2: 46-63. http://doi.org/10.4018/ijwltt.2014040104

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Abstract

This paper investigates a method for increasing the involvement of marketing fourth year learners in academic research, by encouraging greater participation in, and commitment to, their research project in the Applied Marketing IV subject. It is assumed that greater involvement will result in a greater pass rate. The main reasons for this lack of interest were found to be a sense of incompetence and a lack of resources which were the main objectives of a research project. These objectives were addressed by using learner centered methodologies with the research method Action Research. This research method with the slow resolution of problems was used together with a teaching methodology whose objectives supported the resolution of the learners' inadequacies. Formative assessment was used at the start of the measuring of the learners' progress and was found useful with its quick and positive feedback in supporting the learners' confidence. An eClassroom was structured for the implementation of the Applied Marketing IV course. It was designed in such a way that it facilitated the learners' use of the more commonly used devices such as surfing the web, email and Internet over and above the chosen course material. Although it was not possible to complete the main intervention of the project it was possible to use the participants' experiences in the navigation of the course material in the eClassroom, to further develop future follow-up courses.

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