e-learning provision, participation and performance Publications
Publication Details
This report compares provision, participation, and student performance in courses delivered by e-learning methods with courses that do not use e-learning. This is analysed at a system, sub-sector, and field of study level, as well as by ethnicity, age, full-time, part-time, and extramural status.
Author(s): Peter Guiney, Tertiary Sector Performance Analysis, Ministry of Education.
Date Published: June 2016
Summary
The report updates our two earlier reports by covering all courses from 2005 to 2014 to see the extent of the change since 2005.
In the report:
- No Access: is where no part of the course is accessible online (referred to in this report as No ICT (Information and Communication Technologies).
- Web-Supported = limited access: is where a course provides students with limited access to online materials and resources.
- Web-Enhanced = expected: is where a course expects students to access online materials and resources.
- Web-Based = requires: is where a course requires students to access the accompanying online materials and resources.
Key Findings
The key findings of this report are:
- The overall share of EFTS delivered by the No ICT mode declined from 53 percent in the 2005-2009 time period to 43 percent in the 2010-2014 time period.
- In the 2010-2014 time period a higher proportion of overall EFTS were delivered by courses using blended methods.
- By the 2010-2014 time period, there was little difference in the course completion rates by mode of delivery due largely to substantial improvements over time in Web-Based completion rates.
- Extramural students' No ICT course completion rates in the 2010-2014 time period was similar to the comparable rate for intramural students. The Web-Based course completion rate for Māori in the 2010-2014 time period almost matched their No ICT rate.
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