Community and Gender in the Virtual Classroom

2011 ◽  
pp. 103-108 ◽  
Author(s):  
Alfred P. Rovai ◽  
Jason D. Baker
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Virtual Classroom ◽  
Retention Rates ◽  
Student Centered ◽  
Wide Variability ◽  
Face To Face Instruction ◽  
And Gender ◽  
Under Construction

Numerous studies have demonstrated that alternative educational experiences, such as online learning, produce outcomes similar to face-to-face instruction provided the method and technologies used are appropriate to the instructional tasks, there is student-to-student interaction, and there is timely teacher-to-student feedback (Verduin & Clark, 1991). However, a meta-analysis of 232 comparative studies conducted by Bernard et al. (2004) concludes that while there is no average difference in achievement between distance and classroom courses, the results demonstrate wide variability. In other words, “a substantial number of DE applications provide better achievement results, are viewed more positively, and have higher retention rates than their classroom counterparts. On the other hand, a substantial number of DE applications are far worse than classroom instruction” (p. 406). These findings suggest that appropriate instructional design and good pedagogical practices, rather than the computer mediating technology itself, is at the center of effective online education. The growing demand for online learning only increases the challenges associated with designing and delivering effective instruction. O’Donoghue, Jentz, Singh, and Molyneux (2000) note that “The diversity of demand from these client groups therefore has to be matched by a diversity of supply. ... Meeting those requirements means putting the student at the centre of the system, which in itself represents a substantial change” (Section III, para. 6). When considering such a student-centered approach to online learning, the instructor needs to become increasingly aware of the differences among students and how those differences influence the educational experience. One area of student differences that warrants further consideration in the online classroom is gender, especially since distance education has been extensively marketed to women since early correspondence programs (Kramarae, 2003). “Distance education is ... yet another institution where gender and power differences are constructed, and to ignore the ways that gender is under construction online is to ignore many difficult experiences of real people” (p. 269). von Prümmer and Rossié (2001) go further and declare that, “If gender is not seen as relevant, the system will not be equally accessible to women and men and will offer men more chances to succeed” (p. 137).

Community and Gender in the Virtual Classroom

2008 ◽  
pp. 1451-1458
Author(s):  
Alred P. Rovai ◽  
Jason D. Baker
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Virtual Classroom ◽  
Retention Rates ◽  
Student Centered ◽  
Wide Variability ◽  
Face To Face Instruction ◽  
And Gender ◽  
Under Construction

Numerous studies have demonstrated that alternative educational experiences, such as online learning, produce outcomes similar to face-to-face instruction provided the method and technologies used are appropriate to the instructional tasks, there is student-to-student interaction, and there is timely teacher-to-student feedback (Verduin & Clark, 1991). However, a meta-analysis of 232 comparative studies conducted by Bernard et al. (2004) concludes that while there is no average difference in achievement between distance and classroom courses, the results demonstrate wide variability. In other words, “a substantial number of DE applications provide better achievement results, are viewed more positively, and have higher retention rates than their classroom counterparts. On the other hand, a substantial number of DE applications are far worse than classroom instruction” (p. 406). These findings suggest that appropriate instructional design and good pedagogical practices, rather than the computer mediating technology itself, is at the center of effective online education. The growing demand for online learning only increases the challenges associated with designing and delivering effective instruction. O’Donoghue, Jentz, Singh, and Molyneux (2000) note that “The diversity of demand from these client groups therefore has to be matched by a diversity of supply. ... Meeting those requirements means putting the student at the centre of the system, which in itself represents a substantial change” (Section III, para. 6). When considering such a student-centered approach to online learning, the instructor needs to become increasingly aware of the differences among students and how those differences influence the educational experience. One area of student differences that warrants further consideration in the online classroom is gender, especially since distance education has been extensively marketed to women since early correspondence programs (Kramarae, 2003). “Distance education is ... yet another institution where gender and power differences are constructed, and to ignore the ways that gender is under construction online is to ignore many difficult experiences of real people” (p. 269). von Prümmer and Rossié (2001) go further and declare that, “If gender is not seen as relevant, the system will not be equally accessible to women and men and will offer men more chances to succeed” (p. 137).

scholarly journals Using 21st Century Technology In Online Business Education

2011 ◽  
Vol 5 (12) ◽  
Author(s):  
Susan Silverstone
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Virtual Classroom ◽  
Online Discussions ◽  
Font Size ◽  
The Future ◽  
National University

<p class="Default" style="text-align: justify; margin: 0in 0in 0pt;"><span style="font-family: Times New Roman;"><span style="font-size: 9.5pt; mso-bidi-font-style: italic;">The challenges for education in the 21<sup><span style="position: relative; top: -4pt; mso-text-raise: 4.0pt;">st </span></sup>century are fundamentally the same as they were in each of the past centuries &ndash; holding on to what is of value while discovering and developing what adds value to both teaching and learning. While the future is difficult to predict, the seeds of the future can be seen in the behaviors of the present. Obviously technology will play an even greater role in future education no matter how much and how quickly technology changes. Of greater importance than technology is the thinking needed for knowing how to use technology for advancing education for both students and instructors. Identifying the shifts in behavior that people are experiencing today provides clues on the practices that will be common tomorrow. Basic changes in education include the following: (1) moving from an instructor-centered paradigm focused on teaching to a learner-centered model focused on learning; (2) shifting from an emphasis on textbooks as a preferred source of knowledge to the use of technology as the primary tool for acquiring information and ideas; (3) advancing from knowledge to know-how exemplified in the differences expected from the cognitive, behaviorist and constructivist approaches to learning; and (4) sharing responsibility for learning through increased interaction and continuous communication between and among all individuals engaged in becoming educated persons. Technology, though it may be the key tool for facilitating these changes, has its limitations as well as its advantages, as any instructor knows when comparing face-to-face classroom lecturing with virtual asynchronous online discussions. Today&rsquo;s students are techno-savvy and may be considered the &ldquo;Wi-Fi Generation.&rdquo; In the School of Business at National University, the second largest not-for-profit university in California, a blended approach to learning has been adopted in the accelerated one-month format used for its online education program. This paper explores the effects of some new technological options which were recently provided to marketing students in order to make their online learning experience more exciting and meaningful. National University&rsquo;s online classes are offered on the eCollege platform. Students interact with each other asynchronously through discussion boards and synchronously in weekly chat sessions. Chat sessions had been offered in a text-based format, but the School of Business has invested in iLinc software which provides Voice over Internet Protocol (VoIP) capability. In iLinc, students can see and hear each other as well as the instructor in real time. The system allows application sharing, group web-browsing, the display of PowerPoint</span><span style="font-size: 10pt; mso-bidi-font-style: italic;">&reg; </span><span style="font-size: 9.5pt; mso-bidi-font-style: italic;">slideshows, voting, and independent group work. Using this technology, the instructor acts as both a discussion moderator and a live lecturer. The traditional text-based chats are no longer used due to the high student acceptance and delight with the iLinc system. Outside of the virtual classroom, the marketing students were tasked to analyze and comment on the content of selected television shows. National University&rsquo;s students are adult learners who grew up passively watching television from an early age. These assignments were designed to get them to think beyond the surface entertainment to the underlying marketing and business messages given in these shows. For example, a graduate advertising class was assigned to comment on the reality show, The Apprentice, while an undergraduate class critiqued the Super Bowl advertisements. In both classes the students were told to look at these programs critically and share their comments with the class. The use of these current mass media presentations, (which afforded live action cases that demonstrated the immediate consequences of managerial actions), was shown to be very powerful. </span><span style="font-size: 9.5pt;">Overall, the students appear to thoroughly enjoy this addition of topical and &ldquo;live&rdquo; learning tools to their online learning experience. While not tested empirically as yet, these new classroom tools seem to increase student comprehension and retention of the course material. </span></span></p>

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.

Considering the Fourth Quadrant Learning

2021 ◽  
pp. 209-237
Author(s):  
Goh Lay Huah
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Technology Acceptance ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Fourth Quadrant ◽  
Student Centered ◽  
Student Centered Learning ◽  
Face To Face Instruction ◽  
Acceptance Model

This action research reports the experiences of introducing blended learning in the delivery of a post-graduate course to students in the university. The research conceptual framework is adapted from the technology acceptance model. The objective is to assess the level of acceptance of online learning and to document the attempts of the facilitator to create an independent, student-directed, and student-centered learning environment. This is the fourth quadrant learning typology. The research participants were a group of Masters in Education students who registered for the course “Strategies for Teaching and Learning.” Blended learning was introduced as a variant from the standard face-to-face instruction. This proved to be a valuable learning experience for both participants and lecturer. The perceived usefulness and perceived ease of use of online learning was not matched with the behavioral intention.

PROBLEMS OF HIGHER EDUCATION IN THE CONTEXT OF GLOBAL DIGITALIZATION AND THE DEVELOPMENT OF DISTANCE EDUCATION TECHNOLOGIES

2021 ◽  
pp. 37-41
Author(s):  
V. E. Melnikov ◽  
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Organization

The article considers the system of digitalization of higher education, where the problems associated with the introduction of digital technologies and tools into the educational process with the transition to online learning are identified. It is shown that digitalization makes significant changes in modern higher education. The transition to online education creates a need to change the management of an educational organization.

Using Web-Based Technologies for Transformative Hybrid Distance Education

2011 ◽  
pp. 37-55 ◽  
Author(s):  
Nory Jones ◽  
Gloria Vollmers
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Real World ◽  
Learning Experiences ◽  
Shared Vision ◽  
Lessons Learned ◽  
Web Based ◽  
Perceived Need ◽  
Hybrid Distance

This paper shares the experiences and lessons learned from an experimental graduate class using web-based technologies that resulted in the development of a state-wide entrepreneurship knowledge portal. Research suggests that real-world relevant projects greatly enhance online learning experiences. Our class experience supports that model, demonstrating the power of a shared vision and perceived need for the entrepreneurship portal. This paper also explores emerging web-based technologies, issues and challenges associated with teaching a complex course using web-based technologies and trends in online education.

scholarly journals Applying the Rasch Model to Evaluate the Self-Directed Online Learning Scale (SDOLS) for Graduate Students

2020 ◽  
Vol 21 (3) ◽  
Author(s):  
Hongwei Yang ◽  
Jian Su ◽  
Kelly D. Bradley
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Perceptions ◽  
Rating Scale ◽  
Learning Experience ◽  
Reliability And Validity ◽  
The Self ◽  
Retention Rates ◽  
Scale Model ◽  
New Instrument

With the rapid growth of online learning and the increased attention paid to student attrition in online programs, much research has been aimed at studying the effectiveness of online education to improve students’ online learning experience and student retention. Utilizing the online learning literature as a multi-faceted theoretical framework, the study developed and employed a new survey instrument. The Self-Directed Online Learning Scale (SDOLS) was used to examine graduate student perceptions of effectiveness of online learning environments as demonstrated by their ability to take charge of their own learning, and to identify key factors in instructional design for effective improvements. The study applied the Rasch rating scale model to evaluate and validate SDOLS through a psychometric lens to establish the reliability and validity of SDOLS. Results from Rasch analysis addressed two research questions. First, evidence was found to generally support the new instrument as being psychometrically sound but three problematic items were also identified as grounds for future improvement of SDOLS. Second, the study assessed the importance of various factors as measured by the SDOLS items in contributing to students’ ability to self-manage their own online learning. Finally, the new instrument is expected to contribute to the work of various stakeholders in online education and can serve to improve students’ online learning experience and effectiveness, increase online retention rates, and reduce online dropouts.

scholarly journals Effective Use Of Group Projects In Online Learning

2016 ◽  
Vol 9 (3) ◽  
pp. 121-128 ◽  
Author(s):  
Robert Ekblaw
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Group Dynamics ◽  
Cognitive Learning ◽  
Practical Experience ◽  
Face To Face ◽  
Group Projects ◽  
Face To Face Instruction ◽  
Effective Use ◽  
Creative Construction

Group projects have long been used in face-to-face instruction to improve cognitive learning among its students.  Group projects not only provide practical experience and allow students to practice the concepts they have learned, but also teach the students creative construction and group dynamics.  As important as group projects have proven in conventional learning, they are rarely used in online education courses.  This paper examines the foundations of effectively using group projects, and then demonstrates how to integrate them into online learning courses.

Faculty Support Systems

2011 ◽  
pp. 1022-1026
Author(s):  
Jason D. Baker ◽  
Robert J. Schihl
Keyword(s):  
Distance Education ◽  
Online Learning ◽  
Online Education ◽  
Production Costs ◽  
Common Belief ◽  
Faculty Support ◽  
Web Based ◽  
Learning Programs ◽  
Specialized Equipment ◽  
Online Course Development

One factor that has led institutions to develop online learning programs is the perception that they have lower production costs than campus-based courses, particularly as the numbers of students increase. Hülsmann (2004) noted that this view was a significant tenet in the argument supporting distance learning in developing nations. Specifically, he described the common belief that “distance education is able to deal with large numbers more cost-effectively than traditional education, and has proved to do so also in developing countries” (Introduction section, paragraph 3). To one extent, this is a valid viewpoint. Unlike earlier distance education approaches, such as print-based correspondence courses and full-motion videoconferencing, online learning doesn’t require the purchase of high-cost specialized equipment such as videoconferencing rooms or publishing systems. Although there are numerous examples of institutions spending far more per course than traditional programs—NYUonline was rumored to have spent upwards of $1 million per course (Maeroff, 2003)— a motivated instructor can create and publish components of a Web-based course on a personal computer and then upload the materials to a free Web hosting service and instantly teach online to students anywhere in the world. The relative ease of creating Web-based materials, however, can mask larger challenges that face online education providers. Providing effective online faculty support is one area that can be easily overlooked with such a myopic view of online course development.

Deepening Understanding of Multicultural Online Education

2016 ◽  
pp. 472-493 ◽  
Author(s):  
Alex Kumi-Yeboah ◽  
Patriann Smith ◽  
Guangji Yuan ◽  
Christina Nash
Keyword(s):  
Online Learning ◽  
Online Education ◽  
English Learners ◽  
Virtual Classroom ◽  
Educational Systems ◽  
Instructional Tools ◽  
Online Instructors ◽  
Instructional Processes ◽  
Teachers And Students ◽  
Teacher Presence

In the 21st century, online education provides an alternative instructional medium for teachers and students in United States educational systems and the world at large. Technology transforms how, when, and where students can learn, as well as the trends and use of instructional tools by students and teachers in the teaching-learning process. Online learning has developed during the past two decades to support traditional face-to-face classroom instruction and provides an opportunity for students to “interact with faculty and peers about substantive matters” (National Survey of Student Engagement, 2007, p. 7). The increase in minority students within U.S. schools has created a rise in socio-cultural, personal histories, educational, religious, and language/linguistic differences within the virtual classroom, requiring online instructors who teach in these contexts to be prepared to meet students' diverse needs. Despite the increase in online instruction, many questions remain unanswered with regards to how one group of minorities, particularly, English learners, adjust to instructional processes and teacher presence in an online learning environment. This chapter addresses the role of teacher presence in multicultural and online education, potential challenges of online learning for English learners, and teacher presence in multicultural online education.

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