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.

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.

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 Dialogue, inquiry, and encounter: Critical geographies of online higher education

2017 ◽  
Vol 43 (1) ◽  
pp. 81-103 ◽  
Author(s):  
Lily A. House-Peters ◽  
Vincent J. Del Casino ◽  
Catherine F. Brooks
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Critical Pedagogy ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Rapid Expansion ◽  
Critical Dialogue ◽  
Online Teaching And Learning ◽  
Online Higher Education

The rapid expansion of online education compels debate over what accessible higher education should be, how it should be delivered, and whom it should serve. While geographers remain relatively marginal to this debate, they have engaged the question of the neoliberal university, where online education is sometimes characterized as another instantiation of the neoliberal turn. This paper draws geographies of education scholarship into productive conversation with online teaching and learning, critical pedagogy, and public geographies literatures to argue that geographers can reframe the debate over online education and reposition it as a productive space of critical dialogue, inquiry, and encounter.

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 Online Education and Its Effective Practice: A Research Review

10.28945/3502 ◽  
2016 ◽  
Vol 15 ◽  
pp. 157-190 ◽  
Author(s):  
Anna Sun ◽  
Xiufang Chen
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Learning Community ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Qualitative Content Analysis ◽  
Implementation Process ◽  
Research Review ◽  
Quality Of Higher Education

Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.

scholarly journals Responses to COVID-19 in Higher Education: Social Media Usage for Sustaining Formal Academic Communication in Developing Countries

2020 ◽  
Vol 12 (16) ◽  
pp. 6520 ◽  
Author(s):  
Abu Elnasr E. Sobaih ◽  
Ahmed M. Hasanein ◽  
Ahmed E. Abu Elnasr
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Developing Countries ◽  
Online Learning ◽  
Online Education ◽  
Online Community ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Media Usage ◽  
Academic Communication

The worldwide pandemic of COVID-19 has forced higher education institutions to shift from face-to-face to online education. However, many public institutions, especially in developing countries, often do not have access to formal online learning management systems (LMS) for facilitating communication with students and/or among faculty members. This research empirically examines the extent to which social media sites are adopted by faculty members and students for sustaining formal, i.e., sole and official tools, academic communication. For this purpose, online questionnaire surveys, supplemented with in-depth interviews, were undertaken with both faculty members and students. The results showed that students’ personal usage of social media has promoted its effective usage for sustaining formal teaching and learning. However, significant differences were found between faculty members and students regarding social media usage for student support and building an online community. Students used social media for building an online community and supporting each other, whereas faculty members were focused on teaching and learning exclusively. The results confirm that proper usage of social media could promote a new era of social learning, social presence and an alternative platform to foster online learning. Research implications for higher education policymakers, especially in developing countries, and scholars are discussed.

scholarly journals SOCIOLOGICAL ANALYSIS OF PROSPECTS FOR THE DEVELOPMENT OF ONLINE HIGHER EDUCATION IN MODERN BELARUS

2020 ◽  
Vol 3 (1) ◽  
pp. 118-125
Author(s):  
Anatolij I. Lysiuk ◽  
Maryia G. Sakalouskaya ◽  
Dzmitry A. Lysiuk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Practical Importance ◽  
Nationwide Survey ◽  
Point Of View ◽  
Sociological Study ◽  
Education Development ◽  
Advantages And Disadvantages ◽  
Online Higher Education

In the article, based on the results of a sociological nationwide survey (September-November 2019), status and prospects of online higher education development in the Republic of Belarus are studied. It has been found out that despite respondents are generally positively assess the system of higher education, they are convinced that within its framework it is impossible to prepare good professionals in a number of areas. A positive attitude to the format of online higher education has been revealed, particularly on the basis of reputable Western universities. Categories of individuals potentially interested in online learning services are defined. It is emphasized that this form of learning fits only for highly motivated students. A set of motives is highlighted that encourage students to choose an online learning abroad. Both its advantages and disadvantages are indicated. A sociological study also fixes some risks for Belarus related to the fact that, having received Western diplomas, a significant part of their holders will seek to find a job in European countries. Assessment of employment prospects in Belarus and abroad for holders of “online” diplomas is given. Most Belarusians admit paid tuition for high-quality online education at Western universities and believe that payment should be adequate to the Belarusian standard of living.The set of disciplines which can be popular in online format were defined. It has been established that social modernization of Belarus is to a great extent interested in this group of specialists. It is proved that today Belarusian universities are not able to compete with online offers from Western universities, because they are not ready for this from statutory, financial, organizational, logistical and human resources point of view. The study has practical importance, as empirical analysis results can be used for decision-making process in the country. This kind of study was conducted in Belarus for the first time.

scholarly journals Group Work And Distance Online Learning in Higher Education – Reflecting on the Covid-19 Experience in the Natural Sciences

2021 ◽  
Author(s):  
Pillay Rajendran
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Group Work ◽  
Teaching And Learning ◽  
Online Technology ◽  
Pedagogical Strategy ◽  
Group Members ◽  
The Impact

The sudden shift to online education at higher education institutions due to the Covid-19 pandemic had an impact on teaching and learning. For many the “new experience” meant learning or improving on the use of online technology in the distance mode. Although there have been many studies conducted on the impact of the pandemic on higher education, there is a paucity of research on specific pedagogies to mediate learning in the distance context, group work being one of them. This paper presents a reflective analysis of a case study in which group work was a pedagogical strategy used during the lockdown. Data collection involved questionnaires and a part transcript of a group’s mobile synchronous text chat. The data were analysed qualitatively and quantitatively for the open and closed questions, respectively. The findings reveal mobile phones as the most common technological device used, the specific challenge of data and internet access on group work success, and the professional benefit of developing social skills even in a distance online context. The study confirms that group work is a viable pedagogical strategy to mediate distance online learning which requires the expert guidance of the lecturer and reflection by group members to improve their distance online interactions.

scholarly journals The revolution in online learning and implication in Vietnamese universities

2020 ◽  
Vol 9 (1) ◽  
pp. 70-77
Author(s):  
Pham Thi Thu Huong ◽  
Tran Thi Ngoc Giau
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Online Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Traditional Learning ◽  
Opportunities To Learn ◽  
Advantages And Disadvantages ◽  
The Cost

Online education has rapidly become popular worldwide in higher education. There are massive open online courses which could be found in Coursera and EDX. These courses ensure the availability and the accessibility of the online learning through videos with subtitles. Online learning not only gives students unprecedented opportunities to learn, but also reduces the cost of higher education. However, online learning presents unit challenges compared to traditional learning, especially in Vietnamese education. In this paper, we present the advantages and disadvantages of online learning. In particular, we will show the advantages and disadvantages of taking online courses of Vietnamese students. We will also share our experience as a tutor of Funix University which is the first online university in Vietnam. In addition, we will give feasible suggestions to improve the quality of online learning in Vietnamese universities, especially the quality of assessment in online learning. These suggestions could be applied in building new online courses in the universities.

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