Abstract
Much has been written about the promise of online learning, and many universities have developed online learning programs on the assumption of benefits to students. While there has been a rhetoric of technological benefit, there has been little empirical research on the impact of online learning on students' learning experiences, and in particular students' psychological responses to technology-supported learning (Fleming and Raptis, 2000). This paper introduces recent research into university students' psychological response to online learning. It identifies variables which may be used to measure the effectiveness of online learning, introduces instruments to measure these variables, and describes current research into psychological response to online learning at university...