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.

Important Issues in Online Education

2011 ◽  
pp. 184-209
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 SOME ISSUES ON ORGANIZATION OF EDUCATIONAL PROCESS IN HIGHER EDUCATIONAL INSTITUTIONS DURING PANDEMIC

2020 ◽  
Vol 20 (3) ◽  
pp. 235-238
Author(s):  
A. M. Yelinska
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Formal Education ◽  
Educational Process ◽  
Educational Institutions ◽  
Global Changes ◽  
Modern Approach ◽  
The World

The endemic coronavirus (COVID-19) is growing exponentially around the world. The prevalence of the new coronavirus COVID-19 around the world has led to global changes in society, various organizations, and educational institutions. Primary school and university populations appear to be at a lower mortality risk than older adults, but precautions are still needed in a pandemic called "social distance" to reduce interpersonal contact and thereby minimize transmission of the virus. Approximately 264 million children and adolescents are out of school (UNESCO, 2017), and the pandemic has further exacerbated the situation. The more the pandemic grows, the more schools, colleges and universities are closed, contributing to the transition to online learning. The time has come to rethink and rebuild our education system based on the current situation. In the aftermath of the COVID-19 crisis, online education has been a pedagogical breakthrough from a traditional method to a more modern approach to teaching and learning, from class to Zoom, from personal to virtual, from seminars to webinars. Around the world, the entire education system, from primary to tertiary, was destroyed during the isolation of the new coronavirus disease 2019 (COVID-19). The pandemic has prompted a re-examination of the main points of online learning in education, as well as how existing educational resources can help transform formal education online through virtual classrooms and other online resources. The process of online teaching-learning modes is perceived by teachers and students in different ways, sometimes causing difficulties and controversy in the effectiveness of their use.

scholarly journals Impact of COVID-19 on Higher Education in Pakistan : An Exploratory Study

2021 ◽  
pp. 503-518
Author(s):  
Tehreem Qamar Qamar ◽  
Narmeen Zakaria Bawany
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Survey Design ◽  
Sudden Change ◽  
Educational Institutions ◽  
The World

The outbreak of novel coronavirus infection (COVID-19), reported initially in December 2019 by China, has caused disruption all over the world.  To control the spreading of this virus all the countries around the world imposed strict lockdown leading to shutting down of all businesses, educational institutions, entertainment centers, etc. Higher Educational Institutions (HEI), across the world, switched to online mode of learning instantly to continue their degree programs. Following the trend, Higher Education Commission of Pakistan encouraged HEIs to begin online classes.  Although, online learning seemed to be the best possible solution during indefinite closure of institutes, but the sudden change in teaching and learning paradigm was not well accepted and unprecedented challenges emerged. This study aims at identifying the barriers specific to students and teachers in this abrupt shift. Moreover, it examines the satisfaction level of undergraduate students regarding online education practices during the COVID-19 epidemic. The study employed survey design and carried it out through two distinct questionnaires that are, for students and teachers which were distributed online via social media platforms. A total of 1280 students participated in students’ questionnaire while 112 teachers contributed to filling out teachers’ survey. Content Quality (CQ), Content Availability (CA), Teacher Interaction (TI), and Mode of Lecture Delivery (MLD) were considered as the predictor variables for student satisfaction. Regression and correlation analyses were performed to find out the contribution of the aforementioned variables. The survey results concluded that the lack of interaction among students and teachers is the major hurdle in online learning.  Regression results revealed that the overall model with all four predictors was significantly predictive of student satisfaction. The results further revealed that MLD is the strongest and most significant of all. We believe the findings of this study can provide beneficial insights in improving the paradigm shift with greater efficiency in this pandemic.

scholarly journals Students’ Perception of the Effectiveness of Technology Assisted Online Education During COVID-19 Pandemic: An Empirical Study

2021 ◽  
pp. 203-225
Author(s):  
Vinayachandra ◽  
Geetha Poornima K. ◽  
Rajeshwari M. ◽  
Krishna Prasad K.
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Data Analysis ◽  
Online Education ◽  
Industrial Development ◽  
Higher Education Institutions ◽  
Internet Technology ◽  
Educational Institutions ◽  
Online Classes ◽  
The World

Purpose: The whole calendar year 2020, as well as early indications, suggest, the year 2021, would be challenging for the global community. The COVID-19 pandemics spread through the world, affecting all facets of human endeavor, from industrial development to academic calendar re-adjustments at all educational institutions around the world. Stakeholders and administrators of academic institutions have no choice but to use internet technology, and therefore online learning, to continue academic activities in all institutions around the world. This paper aims to determine if students in higher educational institutions are happy with technology-assisted Online Education during COVID-19 Pandemic. The study used an online survey to find out how students are coping with online education, which has been around for years but is still not widely used, and how happy they are with it. Methodology: Convenience sampling was employed to collect data for the analysis because it is a non-probability sampling methodology. The aim of using this method is to come up with hypotheses and conduct exploratory research on the topic. It also addresses budget and time constraints. As participants in this research, students from higher education institutions responded to the survey. Higher education students are preferred because they have already been exposed to technology, online platforms, and the ability to adapt, which is the essence of remote learning. Findings/Result: The study's findings show that adding online education was a good decision since the majority of students surveyed supported it in this epidemic since it allowed them to complete their studies. In terms of satisfaction with online education, the study discovered that there is a gender divide. Students are self-sufficient in terms of the devices they use to take online classes, with a large percentage of students attending online classes using their smartphones. Synchronous delivery options, such as live classes, are not preferred by online educators. Female students spend more time on online education activities than male students. Finally, the study discovered that the most significant barrier to students participating in online education is a lack of internet connectivity in both rural and suburban settings. Originality: This study examines how satisfied students are with technology-assisted online education at higher education institutions. The results of this study would be very useful to the administrators of higher education institutions in making potential emergency decisions about the planning of online learning services for students from various backgrounds. Paper Type: Exploratory data analysis (EDA). This type is used to comprehend and summarize the contents of a dataset, usually to answer a particular query or to prepare for more sophisticated statistical modeling in subsequent stages of data analysis.

scholarly journals Exploring in-service preschool teachers’ conceptions of and approaches to online education

2017 ◽  
Author(s):  
Yu-Fang Yang ◽  
Chin-Chung Tsai
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Lifelong Learning ◽  
Preschool Teachers ◽  
Analysis Approach ◽  
Degree Programs ◽  
Online Degree ◽  
Adult Online Learning ◽  
Teacher Learners

This paper reports on an investigation of adult online learning for 91 Taiwanese in-service preschool teachers enrolled in online degree programs. By using an open-ended written essay to investigate what learners thought they were learning through online education (their conceptions) and how they engaged in online education (their approaches), qualitatively different categories of conceptions and approaches were identified through a phenomenographic analysis approach. The results found that their conceptions of online education ranged from “a way of diploma completion” to “a way of lifelong learning,” while their approaches ranged from “interacting with people” to “getting involved in the community of sharing.” In addition, the teacher-learners with fragmented conceptions (“a way of diploma completion”) tended to have surface approaches (“interacting with people”), and those with cohesive conceptions (“a way of lifelong learning”) tended to have deep approaches in online education (“getting involved in the community of sharing”).

Characterizing Online Learners' Time Regulation

2018 ◽  
pp. 1468-1483
Author(s):  
Margarida Romero ◽  
Christophe Gentil
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Case Studies ◽  
Time Factors ◽  
Time Factor ◽  
Academic Learning ◽  
Online Learners ◽  
Virtual Campus ◽  
The University ◽  
Drop Outs

The importance of the time factor in online learning is starting to be recognized as one of the main factors in the learners' achievements and drop outs (Barbera, Gros, & Kirshner, 2012; Park & Choi, 2009; Romero, 2010). Despite the recognition of the time factor importance, there is still the need for theorizing temporality in the context of online education. In this chapter, the authors contribute to the advancement of the evaluation of time factors in online learning by adapting the theoretical framework of the Academic Learning Times (Caldwell, Huitt, & Graeber, 1982; Berliner, 1984) for evaluating the online learners' time regulation. For this purpose, they compare two case studies based on the Academic Learning Times framework. The case studies characterize online learner regulation based on an analysis of online learners at the Universitat Oberta de Catalunya (UOC), Spain, and the initiatives taken by the instructional team of the Virtual Campus at the University of Limoges (CVTIC) to support online learner time regulation on this virtual campus in France. After comparing the two case studies, the chapter provides guidelines for improving online learners' individual and collaborative time regulation and reflects about the need to advance in the theorization of the time factor frameworks in online education.

Gender Issues in Online Education

2012 ◽  
pp. 105-121 ◽  
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
Gender Issues ◽  
Social Aspects ◽  
Design And Technology ◽  
Online Learners ◽  
Self Identity ◽  
Online Educators ◽  
And Gender

Women constitute the majority of U.S. online learners, an environment that can cloak gender issues. Nevertheless, people bring their experiences and attitudes to the educational table, and gender remains a significant factor that online educators need to consider. This chapter focuses on the biological and social aspects of gendered learning and self-identity as they apply to online learning, particularly in Western societies. Gender-sensitive instructional design and technology incorporation strategies are provided to support gender-equitable engagement in online education.

Curriculum Development for Online Learners

2012 ◽  
pp. 88-104
Author(s):  
Lesley S. J. Farmer
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Curriculum Development ◽  
Human Development ◽  
Learning Environments ◽  
Learning Process ◽  
Social Forces ◽  
Process Technology ◽  
Online Learners ◽  
Management Issues

This chapter focuses on curriculum development issues as they apply to online education. Curriculum and its development are defined and contextualized within online learning environments. The development of online-delivered curriculum is impacted by social forces, the treatment of knowledge, human development, the learning process, technology, and management issues.

Understanding the Online Learner

2009 ◽  
pp. 482-494 ◽  
Author(s):  
Steven W. Schmidt
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Courses ◽  
Drop Out ◽  
Traditional Classrooms ◽  
Education Programs ◽  
Online Learners ◽  
The People ◽  
Learning Programs

The expansion of distance education programs has allowed institutions of higher education to be successful in their collective mission to make educational programs more accessible to adults who normally would not have that access. Indeed, online learning has brought education to the people. Access to school is now as simple as logging on to the Internet in the privacy of one’s own home. Who are these students taking courses online? Why are they in online courses versus traditional classrooms? What is different about them, about their situations, and their expectations? Why are some online learners successful and others not? Why do some online learners continue to work through programs while others drop out? For online learning programs to be successful in the long term, it is important to have a thorough understanding of the online learner. This chapter examines the adult online learner in higher education.

Preparing Tomorrow's Teachers to Use Web-Based Education

2000 ◽  
pp. 129-146 ◽  
Author(s):  
Deborah L. Lowther ◽  
Marshall G. Jones ◽  
Robert T. Plants
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
World Wide ◽  
Teacher Education Programs ◽  
Education Programs ◽  
Web Based ◽  
Knowledge And Skills ◽  
The World ◽  
The Impact ◽  
Web Based Education

The potential impact of the World Wide Web (WWW) on our educational system is limitless. However, if our teachers do not possess the appropriate knowledge and skills to use the Web, the impact could be less than positive. It is evident, then, that our teachers need to be prepared to effectively use these powerful on-line resources to prepare our children to thrive in a digital society. The purpose of this chapter is to discuss the impact of Web-based education on teacher education programs by addressing the following questions: • How is the World Wide Web impacting education? • Are teacher education programs meeting the challenge of producing certified teachers who are capable of integrating meaningful use of technology into K-12 classrooms? • What is expected of teacher education programs in regards to technology and Web-based education? • What knowledge and skills do preservice teachers need to effectively use Web-based education? • What instructional approaches should be used to prepare preservice teachers to use Web-based education?

Sign in / Sign up

Export Citation Format

Share Document