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Integrating ICT into Higher Education: A Study of Onsite vs. Online Students' and Professors' Perceptions

Integrating ICT into Higher Education: A Study of Onsite vs. Online Students' and Professors' Perceptions
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Author(s): Gérard Fillion (University of Moncton, Canada), Moez Limayem (University of Arkansas, USA), Thérèse Laferrière (Laval University, Canada) and Robert Mantha (Laval University, Canada)
Copyright: 2008
Volume: 3
Issue: 2
Pages: 25
Source title: International Journal of Web-Based Learning and Teaching Technologies (IJWLTT)
Editor(s)-in-Chief: Mahesh S. Raisinghani (Texas Woman's University, USA)
DOI: 10.4018/jwltt.2008040104

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Abstract

For the past two decades, information and communication technologies (ICT) have transformed the ways professors teach and students learn. This study aims to investigate the perceptions of onsite and online students and professors. It was conducted into ICT-supported or technology-rich environments at a Faculty of Administration of a large Canadian university. To conduct the study, a moderator-type theoretical research model was developed, out of which nine hypotheses were formulated. We used a multimethod approach to collect data, that is, a Web survey involving open- and closed-ended questions, as well as a structured interview. The sample was composed of 313 students who completed an electronic survey on a Web site and 16 professors teaching to these students who participated in a structured interview. The quantitative data analysis was performed using a structural equation modeling software, that is, Partial Least Squares (PLS); the qualitative data were analyzed following a thematic structure using QSR NVivo software.

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