@article{Salyers_Carter_Carter_Myers_Barrett_2014, title={The search for meaningful e-learning at Canadian universities: A multi-institutional research study}, volume={15}, url={https://www.irrodl.org/index.php/irrodl/article/view/1713}, DOI={10.19173/irrodl.v15i6.1713}, abstractNote={<p>While e-learning is now characterized by a past and trends within that past, there continues to be uncertainty about how e-learning is defined and conceptualized, whether or not we like e-learning, and whether or not it is as meaningful to us as face to face learning. The purpose of this study was to document the e-learning perceptions of students at three Canadian post-secondary institutions. Key components of e-learning courses including ease of navigation, course design, resource availability, and adequacy of e-learning supports and their impact on the student learning experience were also evaluated. Based on a survey of students (n= 1,377) as well as their participation in focus groups, the following are presented as important findings: the majority of students studying in e-learning courses at the three institutions represented in the study were women; ease of navigation, course design, and previous experience with e-learning consistently demonstrated a statistically significant predictive capacity for positive e-learning experiences; and students expressed less preference for e-learning instructional strategies than their faculty. Study findings hold implications for e-learning faculty, instructional designers, and administrators at institutions of higher education in Canada and elsewhere where e-learning is part of the institutional mandate. Additionally, further research into student perceptions of and experiences with e-learning is recommended.</p>}, number={6}, journal={The International Review of Research in Open and Distributed Learning}, author={Salyers, Vincent and Carter, Lorraine and Carter, Alanna and Myers, Sue and Barrett, Penelope}, year={2014}, month={Oct.} }