scholarly journals U.S.S. Online Education: Navigating The High Seas Of Large Classes

2011 ◽  
Vol 3 (11) ◽  
Author(s):  
Jane LeMaster
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Learning Opportunities ◽  
Degree Programs ◽  
Web Based ◽  
Large Classes ◽  
Geographically Dispersed ◽  
Trade Offs ◽  
Unexpected Consequence

Higher education has incorporated technology to the point of having 100% web-based degree programs composed of classes of geographically dispersed students taught by faculty from different universities that are also geographically dispersed.  This kind of flexibility for learning opportunities is well on its way to being a standard option in education.  But there are trade-offs and there are problems not yet solved.  Increasing numbers of students create difficulties in managing interactions and challenges the quality and rigor that is possible in delivering the course.   This paper presents a redesign option to manage the increasing enrollments in an online graduate level management class.   As an unexpected consequence of redesign, the level of critical thinking of the students increased.

Exploring Assessment of Critical Thinking Learning Outcomes in Online Higher Education

2014 ◽  
pp. 1191-1202
Author(s):  
Bernice Bain
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Online Education ◽  
Transformative Learning ◽  
Learning Outcomes ◽  
Higher Education Institutions ◽  
Cognitive Learning ◽  
Learning Theories ◽  
Online Programs ◽  
Online Higher Education

Online education has grown to more than 6 million students with an average age of 33 years old (Kolowich, 2012; Selingo, 2012; Sheehy, 2012). Research indicates online programs are part of many institutions' strategic planning initiatives. Institutions are undergoing increased scrutiny from accrediting bodies, employers, and adult learners. To remain competitive and valid in this changing environment, a significant issue for leaders of online higher education institutions is how to effectively assess online cognitive learning outcomes, such as critical thinking. Adding to the challenge of online assessment of critical thinking is the contextual nature of critical thinking and two differing approaches to assessment. Leaders of online higher education institutions should seek a critical thinking assessment that is based on a theoretical framework of Transformative Learning and Adult Learning Theories. This is explored in this chapter.

Repurposing Educational Content into an International Market

2011 ◽  
pp. 1754-1757
Author(s):  
Evan T. Robinson
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Education ◽  
International Market ◽  
Learning Opportunities ◽  
Traditional Education ◽  
Educational Materials ◽  
Education Programs ◽  
Revenue Streams ◽  
The Right

The intent of action is the achievement of something decisive. Within any business, decisiveness is hopefully linked to the successful generation of revenue due to the right product being introduced to the right market at the right time. The challenge is to ensure that once a product is released to the market, the most revenue possible can be earned. In the case of higher education, one potential product is online education offerings that provide learning opportunities to students who cannot participate in a traditional education. The development of digitized educational materials for online use, however, can be costly and subsequent revenue streams may generate little or no revenue, which has occurred in some instances for distance education programs.

scholarly journals THE CHANGING ROLE OF FACULTY AND ONLINE EDUCATION

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Murray Turoff
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Degree Programs ◽  
Academic Quality ◽  
Institutional Policies ◽  
Promotion And Tenure ◽  
Will Force ◽  
Changing Role ◽  
The U.S

Environmental forces influencing the future of higher education in the U.S. threaten to undermine the desirable role of faculty as arbiters of academic quality. For online learning to live up to its potential, institutional policies can return academic authority to faculty over degree programs in all modes and support the importance of education in promotion and tenure processes. Accreditation agencies traditionally have been a service to the institutions and the administration at higher education institutions; they will also have to become an equal service to the consumer of higher education. Consumerism will force all those concerned with the quality and utility of a higher education to focus on the quality and effectiveness of the instructors.

scholarly journals TOWARDS SDG 4: TRADE-OFFS FOR GEOSPATIAL OPEN EDUCATIONAL RESOURCES

2020 ◽  
Vol XLIII-B5-2020 ◽  
pp. 199-205
Author(s):  
S. Coetzee ◽  
V. Rautenbach ◽  
A. Çöltekin ◽  
C. Pettit ◽  
M. Madden ◽  
...  
Keyword(s):  
Higher Education ◽  
Web Search ◽  
Learning Opportunities ◽  
Open Educational Resources ◽  
Quality Education ◽  
Educational Resources ◽  
Sustainable Development Goal ◽  
Development Goal ◽  
Trade Offs ◽  
Quality Checks

Abstract. Through the ISPRS scientific initiative presented in this paper, we aim to make geospatial educational resources available and discoverable to those who teach and those who want to learn. In earlier work, we designed and implemented a prototype catalogue for geospatial educational resources, aimed at a target audience in higher education. The success of search and discovery in any catalogue relies heavily on the metadata that describes catalogue entries. Initial feedback showed that users find it difficult to use some of the metadata elements in the prototype to describe their teaching materials. In order to better understand their difficulties and further refine the metadata for describing educational resources that are used for geospatial purposes specifically, we asked a number of participants to describe geospatial educational resources according to four sets of metadata attributes. This paper presents the results of the study and recommends a set of metadata attributes that are specifically useful for geospatial educational resources. Implementation trade-offs are discussed, e.g., deciding between metadata attributes that are very specific or more generic, and catalogue entries that are immediately available to Web search engines without any quality checks vs. catalogue entries that are moderated by a community of educators before publishing them. By providing metadata about geospatial educational resources, the international geospatial community can contribute to the UN Sustainable Development Goal 4 to ensure inclusive and equitable quality education and to promote lifelong learning opportunities for all.

Cloud-Based Technologies: Faculty Development, Support, and Implementation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Veronica Diaz
Keyword(s):  
Higher Education ◽  
Faculty Development ◽  
Web 2.0 ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Web Based ◽  
Vast Array ◽  
E Learning ◽  
Development Support ◽  
Available Technology

The number of instructional offerings in higher education that are online, blended, or web-enhanced, including courses and programs, continues to grow exponentially. Alongside the growth of e-learning, higher education has witnessed the explosion of cloud-based or Web 2.0 technologies, a term that refers to the vast array of socially oriented, free or nearly free, web-based tools, has represented a transition from institutionally-provided to freely available technology tools. This paper addresses the numerous teaching and learning opportunities and challenges that institutions face in adopting and implementing cloud-based technologies into their eLearning programs and provides a guide for forming implementation decisions.

Critical Humanism and Online Learning

2019 ◽  
pp. 66-78
Author(s):  
Arturo Rodriguez ◽  
Matthew David Smith ◽  
Kevin Russel Magill
Keyword(s):  
Online Learning ◽  
Critical Thinking ◽  
Critical Theory ◽  
Online Education ◽  
Subject Matter ◽  
Critical Consciousness ◽  
Learning Opportunities ◽  
Self Awareness ◽  
Discussion Boards ◽  
Online Delivery

This chapter is an attempt to personalize online education. Across the writing, the authors use discussion boards, a means of inquiry, to offer students a space where shared experiences might foster deeper connections to subject matter. The concern for learning is how to design instruction to encourage critical learning opportunities in online environments for all students. A departure from traditional online delivery of instruction, they considered how to plan teaching to support student critical thinking in the expression of their ideas. Throughout this chapter, they discuss how critical theory/pedagogy informed practice in promoting self-awareness and critical consciousness among students.

Important Issues in Online Education

E-Marketing ◽  
2012 ◽  
pp. 676-701
Author(s):  
Murat Hismanoglu
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Educational Institutions ◽  
Degree Programs ◽  
Education Programs ◽  
Online Learners ◽  
Web Based ◽  
The World ◽  
Education Today ◽  
Online Degree

In our times, many educational institutions are providing online degree programs for learners by supplementing their traditional offline class with web-based online educational devices. This chapter aims at stressing important issues in online education with reference to e-pedagogy and marketing of online education programs. It defines online learning, assesses the benefits and challenges of online education, and illustrates sub-categories of online degree programs to show the richness of these programs in the world of education today. It also expounds the characteristics of successful online learners and instructors as well as the principles of effective online instruction. Further, it places emphasis on the marketing of online education programs. Lastly, it offers some valuable tips for better marketing of online education programs.

scholarly journals The Human Factor: The Promise & Limits of Online Education

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 235-254
Author(s):  
Sandy Baum ◽  
Michael McPherson
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Learning Opportunities ◽  
Human Interaction ◽  
Socioeconomic Gaps ◽  
To Come ◽  
The Cost ◽  
Quality Learning

The idea that online learning might revolutionize higher education, lowering the cost of high-quality learning opportunities for students with limited access to traditional higher education, follows similar hopes for earlier technologies, including radio and television. If such a revolution is to come, it is still far from a reality. Strong evidence indicates that students with weak academic backgrounds and other risk factors struggle most in fully online courses, creating larger socioeconomic gaps in outcomes than those in traditional classroom environments. The central problem appears to be the lack of adequate personal interaction between students and instructors, as well as among students. Hybrid learning models do not exhibit the same problems and there is potential for online learning to develop strategies for overcoming these difficulties. Meanwhile, narrowing gaps in educational opportunities and outcomes requires considerable skilled human interaction.

The Meaning of Culture in Online Education

2011 ◽  
pp. 1-17 ◽  
Author(s):  
Chun-Min Wang ◽  
Thomas C. Reeves
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Delivery Systems ◽  
Cultural Dimensions ◽  
Degree Programs ◽  
Review Of The Literature ◽  
Cultural Backgrounds ◽  
Online Delivery ◽  
The World ◽  
Growing Population

Individual online learning courses and even entire online degree programs are increasingly a part of the mainstream in higher education. Steadily-improving online delivery systems and an emphasis on globalization have encouraged more and more higher education institutions to try to reach diverse learners around the world. In light of the growing population of learners from various cultural backgrounds engaged in online education, there is an urgent need to understand how culture affects online education. This chapter presents a review of the literature regarding cultural dimensions in online education, and draws implications from this literature for design and research in this area.

scholarly journals Why Online Education Will Attain Full Scale

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
John E Sener
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Full Scale ◽  
Quality Of Education ◽  
Degree Programs ◽  
Education Students ◽  
Fully Integrated ◽  
Online Higher Education ◽  
Accelerate Growth

Online higher education has attained scale and is poised to take the next step in its growth. Although significant obstacles to a full scale adoption of online education remain, we will see full scale adoption of online higher education within the next five to ten years. Practically all higher education students will experience online education in some form during their collegiate career, and college students will be able to take an online or blended degree programs and certificates in almost any subject. Full scale online education will occur as the result of compounded growth, increased familiarity and acceptance, various models of scalability, and possible ‘wildcards’ which may accelerate growth. Online education will also attain full scale by becoming fully integrated into mainstream education. This transformation is necessary for online learning to reach its potential to improve the quality of education.

Sign in / Sign up

Export Citation Format

Share Document