Using the E-Learning Acceptance Model (ELAM) to identify good practice in the provision of online tutorials

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

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    Abstract

    This paper seeks to evaluate the usefulness of the E-Learning Acceptance Model (ELAM) in relation to the module TU100 My Digital Life which is offered by the Open University in the United Kingdom. TU100 is only offered as a distance learning module therefore students have no choice in their mode of interaction. A combination of printed and online material is provided with students offered both face to face and online support at regular intervals throughout the module. The ELAM model will be used to evaluate the attitude of students and staff to the use of technology that supports the delivery of the online aspect of the module. Synchronous online activity is supported by a Tutor requiring the student to commit to regular participation in online activities. Neither Face to Face nor online Tutorial attendance is compulsory but some students are regular attenders at both activities. In order to determine the reasons for student participation the ELAM model will be used to evaluate the factors, if any, which influence their engagement in online activities and to what extent Tutor interaction influences their willingness to participate. One mechanism utilised for delivering online tutorials to the student cohort is a branded version of Blackboard Collaborate called OULive. This provides a stilted environment which depends primarily on a whiteboard based application and audio technology to support the online tutorial process.

    Applying and evaluating the ELAM model will allow the identification of good practice in the provision of online tutorials helping fellow practitioners cope with the demands of online delivery. The paper will conclude by demonstrating that while the OULive tool is dependent on whiteboard and audio technology students who engage on a regular basis do constitute a community of practice and demonstrate that participation in online tutorials as part of their learning experience is a worthwhile exercise. This therefore illustrates a certain level of acceptance of technology in their learning activities. This paper will demonstrate that a good level of support early on in the module to use online material is essential in helping this community of practice to form.
    Original languageEnglish
    Title of host publicationProceedings of the 15th European Conference on e-Learning (ECEL 2016)
    Place of PublicationReading, UK
    PublisherAcademic Conferences and Publishing International Limited
    Pages399-406
    Number of pages8
    ISBN (Print)9781911218173
    Publication statusPublished - 31 Oct 2016

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    best practice
    acceptance
    learning
    student
    tutor
    participation
    distance learning
    interaction
    community
    staff
    experience

    Keywords

    • e-learning
    • good practice
    • online tutorials

    Cite this

    Lambie, I., & Law, B. (2016). Using the E-Learning Acceptance Model (ELAM) to identify good practice in the provision of online tutorials. In Proceedings of the 15th European Conference on e-Learning (ECEL 2016) (pp. 399-406). Reading, UK: Academic Conferences and Publishing International Limited.
    Lambie, Iain ; Law, Bobby. / Using the E-Learning Acceptance Model (ELAM) to identify good practice in the provision of online tutorials. Proceedings of the 15th European Conference on e-Learning (ECEL 2016). Reading, UK : Academic Conferences and Publishing International Limited, 2016. pp. 399-406
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    title = "Using the E-Learning Acceptance Model (ELAM) to identify good practice in the provision of online tutorials",
    abstract = "This paper seeks to evaluate the usefulness of the E-Learning Acceptance Model (ELAM) in relation to the module TU100 My Digital Life which is offered by the Open University in the United Kingdom. TU100 is only offered as a distance learning module therefore students have no choice in their mode of interaction. A combination of printed and online material is provided with students offered both face to face and online support at regular intervals throughout the module. The ELAM model will be used to evaluate the attitude of students and staff to the use of technology that supports the delivery of the online aspect of the module. Synchronous online activity is supported by a Tutor requiring the student to commit to regular participation in online activities. Neither Face to Face nor online Tutorial attendance is compulsory but some students are regular attenders at both activities. In order to determine the reasons for student participation the ELAM model will be used to evaluate the factors, if any, which influence their engagement in online activities and to what extent Tutor interaction influences their willingness to participate. One mechanism utilised for delivering online tutorials to the student cohort is a branded version of Blackboard Collaborate called OULive. This provides a stilted environment which depends primarily on a whiteboard based application and audio technology to support the online tutorial process.Applying and evaluating the ELAM model will allow the identification of good practice in the provision of online tutorials helping fellow practitioners cope with the demands of online delivery. The paper will conclude by demonstrating that while the OULive tool is dependent on whiteboard and audio technology students who engage on a regular basis do constitute a community of practice and demonstrate that participation in online tutorials as part of their learning experience is a worthwhile exercise. This therefore illustrates a certain level of acceptance of technology in their learning activities. This paper will demonstrate that a good level of support early on in the module to use online material is essential in helping this community of practice to form.",
    keywords = "e-learning, good practice, online tutorials",
    author = "Iain Lambie and Bobby Law",
    note = "Changed template following advice from author Added pub date of 31-10-16, as date given by publisher was Oct 16 (see email 2-2-2-17). AAM uploaded: 20-1-16; no embargo (obtained publisher permission 31-1-17) Unable to find publisher url for proceedings, added conference event url",
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    Lambie, I & Law, B 2016, Using the E-Learning Acceptance Model (ELAM) to identify good practice in the provision of online tutorials. in Proceedings of the 15th European Conference on e-Learning (ECEL 2016). Academic Conferences and Publishing International Limited, Reading, UK, pp. 399-406.

    Using the E-Learning Acceptance Model (ELAM) to identify good practice in the provision of online tutorials. / Lambie, Iain; Law, Bobby.

    Proceedings of the 15th European Conference on e-Learning (ECEL 2016). Reading, UK : Academic Conferences and Publishing International Limited, 2016. p. 399-406.

    Research output: Chapter in Book/Report/Conference proceedingConference contribution

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    AU - Law, Bobby

    N1 - Changed template following advice from author Added pub date of 31-10-16, as date given by publisher was Oct 16 (see email 2-2-2-17). AAM uploaded: 20-1-16; no embargo (obtained publisher permission 31-1-17) Unable to find publisher url for proceedings, added conference event url

    PY - 2016/10/31

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    N2 - This paper seeks to evaluate the usefulness of the E-Learning Acceptance Model (ELAM) in relation to the module TU100 My Digital Life which is offered by the Open University in the United Kingdom. TU100 is only offered as a distance learning module therefore students have no choice in their mode of interaction. A combination of printed and online material is provided with students offered both face to face and online support at regular intervals throughout the module. The ELAM model will be used to evaluate the attitude of students and staff to the use of technology that supports the delivery of the online aspect of the module. Synchronous online activity is supported by a Tutor requiring the student to commit to regular participation in online activities. Neither Face to Face nor online Tutorial attendance is compulsory but some students are regular attenders at both activities. In order to determine the reasons for student participation the ELAM model will be used to evaluate the factors, if any, which influence their engagement in online activities and to what extent Tutor interaction influences their willingness to participate. One mechanism utilised for delivering online tutorials to the student cohort is a branded version of Blackboard Collaborate called OULive. This provides a stilted environment which depends primarily on a whiteboard based application and audio technology to support the online tutorial process.Applying and evaluating the ELAM model will allow the identification of good practice in the provision of online tutorials helping fellow practitioners cope with the demands of online delivery. The paper will conclude by demonstrating that while the OULive tool is dependent on whiteboard and audio technology students who engage on a regular basis do constitute a community of practice and demonstrate that participation in online tutorials as part of their learning experience is a worthwhile exercise. This therefore illustrates a certain level of acceptance of technology in their learning activities. This paper will demonstrate that a good level of support early on in the module to use online material is essential in helping this community of practice to form.

    AB - This paper seeks to evaluate the usefulness of the E-Learning Acceptance Model (ELAM) in relation to the module TU100 My Digital Life which is offered by the Open University in the United Kingdom. TU100 is only offered as a distance learning module therefore students have no choice in their mode of interaction. A combination of printed and online material is provided with students offered both face to face and online support at regular intervals throughout the module. The ELAM model will be used to evaluate the attitude of students and staff to the use of technology that supports the delivery of the online aspect of the module. Synchronous online activity is supported by a Tutor requiring the student to commit to regular participation in online activities. Neither Face to Face nor online Tutorial attendance is compulsory but some students are regular attenders at both activities. In order to determine the reasons for student participation the ELAM model will be used to evaluate the factors, if any, which influence their engagement in online activities and to what extent Tutor interaction influences their willingness to participate. One mechanism utilised for delivering online tutorials to the student cohort is a branded version of Blackboard Collaborate called OULive. This provides a stilted environment which depends primarily on a whiteboard based application and audio technology to support the online tutorial process.Applying and evaluating the ELAM model will allow the identification of good practice in the provision of online tutorials helping fellow practitioners cope with the demands of online delivery. The paper will conclude by demonstrating that while the OULive tool is dependent on whiteboard and audio technology students who engage on a regular basis do constitute a community of practice and demonstrate that participation in online tutorials as part of their learning experience is a worthwhile exercise. This therefore illustrates a certain level of acceptance of technology in their learning activities. This paper will demonstrate that a good level of support early on in the module to use online material is essential in helping this community of practice to form.

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    Lambie I, Law B. Using the E-Learning Acceptance Model (ELAM) to identify good practice in the provision of online tutorials. In Proceedings of the 15th European Conference on e-Learning (ECEL 2016). Reading, UK: Academic Conferences and Publishing International Limited. 2016. p. 399-406