摘要：AbstractThis study reports the perceptions of 26 students enrolled in the JCU Singapore (James Cook University Singapore) hybrid Master of Guidance and Counselling (MGC) course, 2011. These students were surveyed as part of a larger study to identify the ir perceptions of the online and to face-to-face components of this blended course. This paper reports their perceptions of the online delivery of the course – satisfaction, benefits and barriers. Results will inform the structure of future hybrid MGC programmes. Descriptive statistics were used to profile student demographics. Open-ended questions focusing on the online design complemented the descriptive statistics and were analysed according to Creswell's data analysis spiral. Whilst 3.8% of studen ts were attracted to this course because of the online delivery, the majority of students did not factor online learning into their enrollment decision. Acknowledging this fact, students identified the flexibility, convenience and accessibility of the online environment as being beneficial for their learning, teaching and assessment. Social presence and teacher presence (Garrison, Anderson, & Archer, 2000) influenced student engagement and satisfaction with the online delivery. The social constructivist pedagogy, with students building their knowledge of the subject through negotiating and making meaning from the curriculum with instructors and peers, positively influenced students’ perceptions of the course. A barrier to navigating and using the e- learning platform was the orientation students had with the online learning platform. Suggestions for improving the online mode included student orientation sessions in navigating the platform, and standardizing the layout of the platform across all the core subjects in the course.
关键词：Postgraduate education;Students’ perceptions;e-learning platform;Online learning community;Interactive learning environments;Blended;Computer learning environment;Online platform;Web-based instruction;e-learning;learner engagement;Web-driven course;Information and communication technology;Teacher presence;Social presence;Higher education
