Qualitative Insights from a Canadian Multiinstitutional Research Study: In Search of Meaningful E-learning - Article 10

Oct 15, 2026

This paper reports qualitative findings from a mixed methods Meaningful E-learning (MEL) study conducted across three Canadian post-secondary institutions. It examines faculty and student teaching and learning experiences, focusing on benefits and challenges of e-learning. E-learning is defined through the integration of pedagogy, instructional technology, and the Internet, considering face-to-face, blended/web-enhanced, and fully online environments. Survey, narrative comment, and focus group results support four themes represented by HIDI, with recommendations for educators and administrators.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Abstract

Purpose and research context

E-learning definition and learning contexts

Data sources

Major themes (HIDI) and recommendations

The Canadian Journal for the Scholarship of Teaching and Learning | Volume 5 | Issue 1 | Article 10 | | --- | --- | | 11-4-2014
Qualitative Insights from a Canadian Multiinstitutional Research Study: In Search of Meaningful E-learning
Lorraine M. Carter
Nipissing University, [lorrainec@nipissingu.ca](lorrainec@nipissingu.ca)
Vince Salyers
Mount Royal University, [vsalyers@mtroyal.ca](vsalyers@mtroyal.ca)
Sue Myers [myers@siast.sk.ca](myers@siast.sk.ca)
Carol Hipfner [hipfnerc@siast.sk.ca](hipfnerc@siast.sk.ca)
Caroline Hoffart[hoffartca@siast.sk.ca](hoffartca@siast.sk.ca)
Christa MacLean [christa.maclean@siast.sk.ca](christa.maclean@siast.sk.ca)
Kathy White [whiteka@siast.sk.ca](whiteka@siast.sk.ca) | | Recommended Citation Carter, Lorraine M.; Salyers, Vince; Myers, Sue; Hipfner, Carol; Hoffart, Caroline; MacLean, Christa; White, Kathy; Matus, Theresa; Forssman, Vivian; and Barrett, Penelope (2014) "Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning," The Canadian Journal for the Scholarship of Teaching and Learning: Vol. 5: Iss. 1, Article 10. DOI: [http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.10](http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.10) Available at: [http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/10](http://ir.lib.uwo.ca/cjsotl_rcacea/vol5/iss1/10) Theresa Matus [TMatus@mtroyal.ca](TMatus@mtroyal.ca) Vivian Forssman [vivian.1forssman@royalroads.ca](vivian.1forssman@royalroads.ca) Penelope Barrett [ozepennyb@bigpond.com](ozepennyb@bigpond.com) Follow this and additional works at: [http://ir.lib.uwo.ca/cjsotl_rcacea](http://ir.lib.uwo.ca/cjsotl_rcacea) [http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.10](http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.10) Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning Abstract This paper reports the qualitative findings ofa mixed methods research study conducted at three Canadian post-secondary institutions. Called the Meaningful E-learning or MEL project, the study was an exploration of the teaching and learning experiences of faculty and students as well as their perceptions ofthe benefits and challenges of e-learning. Importantly, e-learning was conceptualized as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Based on this definition, participants reflected on e-learning in relation to one or more of the following contexts: face-to-face (f2f) classrooms in which instructional technologies (e.g. learning management systems, video and webconferencing, mobile devices, etc.) are used; blended or web-enhanced learning environments; and fully online learning environments. Data collected for the study included survey data (n=1377 for students, n=187 for faculty); narrative comments (n=269 for students, n=74 for faculty); and focus groups (n=16 for students, n=33 for faculty). The latter two sets of data comprise the basis of this paper. Four major themes emerged based on the responses of students and faculty. Represented by the acronym HIDI, the themes include human connection (H), IT support (I), design (D), and institutional infrastructure (I). These themes and sub-themes are presented in the paper as well as recommendations for educators and administrators who aspire to make e-learning apedagogically meaningful experience for both learners and their teachers. Cet article présente les résultats qualitatifs d’une étude de recherche à méthodes mixtes menée dans trois établissements canadiens d’études supérieures. L’étude, intitulée « The Meaningful E-Learning » ou projet MEL, consistait en une exploration des expériences d’enseignement et d’apprentissage de professeurs etd’étudiants ainsi que leurs perceptions des avantages et des défis de l’apprentissage électronique. Chose importante, l’apprentissage électronique a été conceptualisé pour que s

FAQs

What is the purpose of the MEL study described in the paper?

The paper presents qualitative findings from the MEL study to explore teaching and learning experiences of faculty and students, including their perceived benefits and challenges of e-learning.

How does the paper define e-learning?

E-learning is conceptualized as integrating pedagogy, instructional technology, and the Internet into teaching and learning environments.

What themes emerged from student and faculty responses?

Four major themes emerged, represented by HIDI: human connection (H), IT support (I), design (D), and institutional infrastructure (I).

Which data sources form the basis of this paper?

The paper is based on narrative comments and focus groups, collected alongside survey data for the broader study.

Oct 15, 2026

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