The Internet and Higher Education special issue on the history of online learning

2000 ◽  
Vol 3 (1-2) ◽  
pp. 1-5 ◽  
Author(s):  
John A. Scigliano
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
The Internet ◽  
Special Issue ◽  
History Of

The Same but Different

2019 ◽  
pp. 1-32
Author(s):  
Maria Northcote
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Future Research ◽  
Technological Innovations ◽  
Research Directions ◽  
Learning Programs ◽  
History Of ◽  
Future Research Directions ◽  
Practical Recommendations

The field of online learning, like many other technological innovations, has not burgeoned without controversy. Despite the debates about the role and value of online learning, it has continued to grow in many sectors, especially in higher education. Alongside the growth of online learning, discussions about its benefits and limitations have also flourished, and many studies have investigated the quality and integrity of online courses. This chapter offers an investigation of some of the history of online learning, concluding with a collection of practical recommendations and suggestions for future research directions to guide institutions embarking on online learning programs.

The Future of Online Learning in Higher Education

2011 ◽  
pp. 279-290
Author(s):  
Marshall G. Jones ◽  
Stephen W. Harmon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Learning Technologies ◽  
Use Of Technology ◽  
Technology In Teaching ◽  
The Future ◽  
History Of ◽  
Near Term ◽  
Future Technologies

This chapter addresses the future of online learning and online learning technologies in higher education. Our understanding of the use of future technologies can be aided by a better understanding of how we have addressed the use of technologies in our past and in our present. A brief history of the use of technology in teaching and learning serves as a catalyst for a discussion of the near term, mid-range and far term technologies and possible issues associated with them. The authors propose that keeping the focus on human learning instead of specific tools will help higher education take full advantage of online learning in the near and far term future.

scholarly journals Online learning: Implications for effective learning for higher education in South Africa

2003 ◽  
Vol 19 (1) ◽  
Author(s):  
Maylene Y Damoense
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Traditional Learning ◽  
The Internet ◽  
Effective Learning ◽  
Engagement Theory ◽  
Use Of Technology ◽  
E Learning ◽  
South African Higher Education

<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span>Over the last decade there has been an augmenting shift away from the conventional teaching and learning to modes where the Internet now plays a key role. E-learning is increasingly forming an integral part of course delivery and instruction, and is reshaping traditional learning world wide. </span></p> <p><span>This paper outlines the shift from traditional learning to online learning practices. Then it discusses the use of technology, particularly the Internet, to support and enhance effective learning based on the principles of engagement theory. It considers relevant studies within the context of technology based learning, and highlights important experiences and findings. The paper indicates that technology based pedagogy and an effective online learning environment are crucial to support and enrich effective learning outcomes. The paper considers implications for South African higher education in the 21st century. Integrating the Internet as part of a curriculum is proposed, to instil our learners with lifelong skills.</span></p></div></div></div>

scholarly journals Partnerships for scaled online learning and the unbundling of the traditional university

2020 ◽  
Vol 36 (5) ◽  
pp. 1-4
Author(s):  
Henk Huijser ◽  
Rachel Fitzgerald ◽  
Gilly Salmon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Special Issue

This special issue is about partnerships for scaled online learning and the unbundling of the traditional university. We are excited by the emerging models that are showcased; they are more diverse than we had originally envisaged. We hope this issue will be considered by readers as a valuable and timely contribution to a wider conversation about partnership and unbundling. There are clearly opportunities for creative and transformational thinking and practice as we move towards a more digitally integrated future for higher education. In this editorial, we outline the varied contributions and place them in the context of a wider discussion about higher education, for now and for a post-COVID world.

scholarly journals Online Problem-Based Learning Approach in Higher Education

2011 ◽  
pp. 1402-1411 ◽  
Author(s):  
Roisin Donnelly
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Case Study Research ◽  
Problem Based Learning ◽  
Research Area ◽  
Learning And Teaching ◽  
Emerging Trends ◽  
Recent Case Study ◽  
History Of ◽  
Key Issues

This paper begins with a brief review of the history of problem-based learning (PBL) integrated with online learning, and surveys relevant learning theory, including constructivism and cognitivism. Recent case-study research on a postgraduate diploma module in learning and teaching for faculty and lecturers in higher education is then provided to illustrate the key issues for both faculty and students in this evolving area. Emerging trends in combining PBL and online learning are outlined, along with potential opportunity to continue to research the topic in a different light. The paper concludes with an overview of the research area, aspects of which have been confirmed as strengths, and others that have been highlighted for change.

scholarly journals Implications of the Digital Divide for the Learning Process During the COVID-19 Crisis

2021 ◽  
Vol 13 (2) ◽  
pp. 57
Author(s):  
Gila Cohen Zilka ◽  
Idit Finkelstein ◽  
Revital Cohen ◽  
Ilan Daniels Rahimi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Community ◽  
Digital Divide ◽  
Learning Process ◽  
Drop Out ◽  
The Internet ◽  
Limited Access ◽  
Digital Environments ◽  
Information And Communication

With the outbreak of the COVID-19 crisis, higher education institutions organized for online learning. The aim of the present study was to examine the implications of online learning for students with limited access to information and communication technology (ICT), content infrastructures, and digital environments, assuming that such limited access may impair their ongoing learning process when instruction moves online, and cause situations of stress and frustration, as well as a desire to drop out of school. The mixed-method study involved 639 students studying at institutions of higher education in Israel, who completed a questionnaire containing open and closed questions. The findings show that 13% of participants reported that they had limited access, difficulties, and malfunctions resulting from a weak connection to the Internet, and numerous disconnects, especially during synchronous lectures. They reported having difficulties downloading content from the Internet and uploading materials. It has been shown that limited access to the Internet has implications for the learning process, motivation, self-efficacy, as well as for feelings and emotions. It is liable to lead to the widening or the creation of gaps between students who have full and those who have limited access to the Internet. The findings show that little use is made of forums (10%). A more extensive use of the forums is recommended in courses where students have limited access to the Internet, to create a supportive learning community.

scholarly journals Introduction

2016 ◽  
Vol 9 (2) ◽  
pp. 1-11
Author(s):  
Wesley Shumar ◽  
Susan Wright
Keyword(s):  
Higher Education ◽  
Social Media ◽  
New Media ◽  
Teaching And Learning ◽  
Social Process ◽  
Content Management ◽  
Special Issue ◽  
Learning Modules ◽  
History Of ◽  
Potential Impact

This special issue focuses on new social media in higher education and the dialectical tension they generate between knowledge as information and knowledge as a creative, social process. There is a long history of using new media in higher education, and their introduction has often been associated with a renewed social purpose for the sector. Now that new social media such as Facebook, streamed lectures, TED Talks, MOOCs, Moodle and other Content Management Systems are becoming widespread, this special issue questions their potential impact on teaching and learning in higher education. Do these media fulfil some administrators’ dream of reorganising higher education in terms of economic rationality and inexpensive reusable learning modules? Or do they open up new spaces for creativity, critical thinking and social change?

Online Learning

2010 ◽  
pp. 275-292
Author(s):  
Chris Thomas ◽  
Wendy Green ◽  
Doug Lynch
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Distance Learning ◽  
Course Design ◽  
Course Delivery ◽  
The Internet ◽  
K 12 ◽  
The Relationship

The internet and telecommunications technologies have redefined distance learning, while at the same time led to increased access to students and an expanded breadth of subject offerings. For these and other reasons, online learning has been embraced by a large number of corporate, higher education, and K-12 institutions across the nation and globally, reaching billions of students. In order to understand the relationship between technologies, course design and course delivery, we conducted a survey of content designers and facilitators in higher education and corporate sectors. Additionally, we interviewed seven learning leaders who represent organizations involved in online learning in these sectors, as well as in K-12 education contexts. Results indicate that increased access is a primary strategic advantage of online learning. Additionally, corporate and educational sectors tend to approach course design and the choice of technologies in different ways.

A Theoretical Perspective of Inequities in Online Learning/Education Based on Generational Differences

2021 ◽  
pp. 134-147
Author(s):  
Rufaro A. Chitiyo ◽  
Florence Nyemba
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Generational Differences ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Traditional Learning ◽  
Online Higher Education ◽  
History Of

Online learning has been on the rise during the 21st century. Both instructors and students enjoy the flexibility of teaching and learning from anywhere they choose. The emergence of the COVID-19 pandemic at the beginning of 2020 forced institutions of higher education around the globe to rely on technology to deliver education whether the institutions, instructors, and students were ready or not. The spread of the virus dictated the quick adoption of remote delivery of education. In this chapter, the authors provide a brief history of traditional learning theories followed by an assessment of their applicability to online education. Next is a delineation of the roles played by both instructors and students in online higher education. Furthermore, they explore generational differences in online learning (i.e., based on existing literature, what generational differences are evident with learning online and delivering content online?). At the end of the chapter, they provide the reader with implications/recommendations for the successful delivery of online learning/education.

Digital Natives in Online Learning Environments

2016 ◽  
pp. 192-221
Author(s):  
Hatice Gökçe Bilgiç ◽  
Dilek Doğan ◽  
Süleyman Sadi Seferoğlu
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Information Technologies ◽  
Learning Preferences ◽  
The Internet ◽  
Online Learning Environments ◽  
Technology Age ◽  
Media Environments ◽  
Alternative Learning Environment

With the developments of information technologies there exists two different generations. One of these generations was born into the technology age and grew up with technology. The other one meet with technology in the late ages. Thus, they have different habits, different expectations and different learning preferences. In the meantime, with the developments in technology and Internet infrastructure, online learning environments have become popular as an alternative learning environment in higher education. The aim of this chapter is to guide instructors to design their online learning environments based on the new generation's needs and expectations. To learn about new generations' needs a survey questionnaire was conducted on higher education students. The results indicated that, todays' students spends a lot of time on the Internet specifically in social media environments and they commonly get connected to the Internet with their mobile phones which necessitates a new design in online learning environments.

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