There has been much recent research examining online learning in universities,
but two questions seem to have been largely overlooked in this
context:
The current study aimed
to determine whether the approaches to studying, ability, age, and gender
of 110 undergraduates in the second year of a psychology degree predicted
the
extent to which they utilised online learning using Web Course Tools (WebCT)
in support of a core Biological Psychology unit. Data were obtained from
WebCT's student tracking system, Entwistle and Ramsden's
18-item Approaches to Studying Inventory (1983) and academic records. Multiple
linear regressions and discriminant function analysis were used to examine
whether individual differences predicted WebCT use, while analysis of
covariance determined whether web use influenced academic achievement.
The number of hits, length of access, and use of the bulletin board was
predicted by age, with older students using WebCT more. These factors were
also influenced by ability and achievement orientation. The degree of participation
in self-assessment was not predicted by student variables, but, of
those that repeated an online quiz, improvement was more likely in those
with lower achievement orientation. Only bulletin board use influenced
achievement, with those posting messages outperforming those not using, or
passively using bulletin boards. However, because individual differences
will determine the extent to which students utilise this facility, it is
suggested that future research should focus on developing online learning
environments that incorporate activities with both a beneficial influence
on learning and appeal to a wide student population.