Perspectives of stakeholders on eLearning in science education at university

Abstract

This paper reports on three closely related studies designed to investigate the perceptions and expectations of eLearning held by stakeholders in the education of science students at University. The participants in the studies are undergraduate science students, parents of the science students and teachers of the students. A combination of qualitative and quantitative data gathering activities are used. Results show congruence amongst the stakeholders of a core role for eLearning in a predominately campus-based experience of learning science. This outcome has important implications for the perceived identity of the Faculty of Science and how it plans for its medium-term learning and teaching strategy.