Comparing the views on e-learning of full-time and part-time learners

Jeanne Lam and Simon K S Cheung
SPACE, University of Hong Kong
Hong Kong SAR, China

This paper investigates the commonalities and differences in views on e-learning of full-time and part-time learners, based on an extensive survey conducted by the IT Services Unit of the HKU School of Professional and Continuing Education in 2007. The School began to provide an e-learning service in 1999, and the number of students using it has increased steadily throughout the decade. A blended learning approach is adopted for teaching and learning, with appropriate e-learning components being introduced in addition to the traditional face-to-face teaching in all award-bearing programmes. Our survey focuses on two distinct groups of learners: full-time learners who are studying sub-degree programmes at community colleges; and part-time learners who are taking longer-term structured programmes while having full-time jobs. There are demographic differences between these two groups of learners -- with the former being aged below 25, and generally having stronger computer knowledge and skills, and the latter typically adult learners mainly aged between 25 and 49.

A number of areas were covered in the survey. Based on the same questions, both sets of learners were asked about: their use of e-learning facilities and services; their personal experience with different e-learning platforms and tools; their concerns about the medium of instruction; and the impact and benefits of e-learning compared with traditional face-to-face teaching. The results indicated that, in general, both full-time and part-time learners considered they benefited from e-learning; and they did not find the use of English as the language medium presented a major barrier. However, the findings also showed that full-time learners felt more positively towards e-learning, with many of them even regarding e-learning facilities as basic teaching support. In comparison, the part-time learners encountered more difficulties in using e-learning facilities and tools and were relatively less familiar with the e-learning environment. Our study gives some insights into the development of e-learning services, especially about ways of accommodating the differing needs and expectations of full-time and part-time learners.