scholarly journals Whatever Happened to the Promise of Online Learning?

2019 ◽  
pp. 2-4 ◽  
Author(s):  
Richard Garrett
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Cost Containment ◽  
Quality Enhancement ◽  
Delivery Mode ◽  
Stages Of Development ◽  
Online Higher Education ◽  
The World

This article synthesizes the evolution of, and prospects for, online higher education around the world. Different national online higher education models and stages of development are outlined. Online learning is judged by the extent to which the delivery mode has addressed higher education’s core challenges of wider access, quality enhancement, and cost containment.

scholarly journals Higher Education Students and Covid-19: Challenges and Strategies in facing Online Learning

2021 ◽  
Vol 10 (3) ◽  
pp. 396
Author(s):  
Anang Fathoni ◽  
Ali Mustadi ◽  
Wahyu Kurniawati
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Data Analysis ◽  
Significant Influence ◽  
Learning Strategy ◽  
Learning Activities ◽  
Education Students ◽  
Integration Of Technology ◽  
The World ◽  
Negative Impacts

The emergence of Covid-19 has had a significant influence on the world of education. Even though the emergence of Covid-19 has accelerated the integration of technology in learning, there are still negative classroom learning impacts. This study aims to explore student experience in online learning in the Covid-19 Pandemic period; describe the negative impacts and obstacles that arise in online learning; and describe student strategies in online learning. This research is qualitative in the type of case studies. Data were collected through open questionnaires and interviews with participants of 20 students. Data analysis was accomplished with Bogdan and Biklen models through reduction, searching for sub-themes, and seeking relationships between sub-themes to obtain the conclusion. The results of this study show that learning in the Covid-19 pandemic period has not been fully optimally done. In addition, students also get physical and mental impacts during online learning. Furthermore, students get barriers to signals, learning environment, and learning activities with lecturers online. However, students have a varied learning strategy to minimize obstacles and negative impacts of online learning.

scholarly journals EXPANDING DEMAND FOR ONLINE HIGHER EDUCATION: SURVEYING PROSPECTIVE STUDENTS

2019 ◽  
Vol 11 (1) ◽  
Author(s):  
Richard Garrett
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Marketing Channels ◽  
Delivery Mode ◽  
Next Generation ◽  
Prospective Students ◽  
Online Higher Education ◽  
Online Experience

The Eduventures survey examined next-generation demand for online postsecondary education, assessing online experience, delivery mode and marketing channels preferences, and perceptions of price, quality and location, identifying key takeaways in each area

scholarly journals Cooperation in higher education in the Republic of Uzbekistan and the Russian Federation is made to be head today

2019 ◽  
Vol 2 (6) ◽  
pp. 63-66
Author(s):  
Dilshod Xolmurod
Keyword(s):  
Higher Education ◽  
Russian Federation ◽  
Educational System ◽  
Stages Of Development ◽  
The World ◽  
The Russian Federation ◽  
The Republic

The article interprets the stages of development between of Republic of Uzbekistan and the Russian Federation in the system of education. There are proved by the exact facts of how Russia and Uzbekistan activity cooperated in the system of higher education in the years of independence and also indicate how reforms are being suecessfully carried out the experience of the world educational system in the field of higher education of Resbublik of Uzbekistan is being used.

scholarly journals Exploring the Necessity for Students to Exercise Digital Minimalism While Studying Online: Case of 35 Master Students at the Department of English of Abdelhamid Ibn Badis University, Algeria

2021 ◽  
Vol 12 (3) ◽  
pp. 370-376
Author(s):  
Dallel Sarnou
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Online Learning ◽  
Critical Period ◽  
Online Teaching ◽  
English Department ◽  
Online Platforms ◽  
Online Lectures ◽  
The World ◽  
E Learning

This study aimed at exploring the philosophy of digital minimalism, and put forward its importance for an effective online learning in higher education during the lockdown. The long quarantine that the COVID 19 pandemic imposed on most countries of the world has brought radical changes in the way schools, colleges and universities operate. In Algerian higher education, creating online platforms for students was the only solution to move on. However, ignoring that most Algerian students often go online for self-entertainment may lead to a failure or an incomplete success of online teaching during this critical period. To investigate this issue, a questionnaire with only open-ended questions was designed and distributed to 35 students of Language and Communication master, at the English department of Abdelhamid Ibn Badis University. The 35 participants were the researcher’s students in the classes of e-learning. Results showed that most participants were distracted by social media notifications. Also, it turned out that the 35 students had no idea of what digital minimalism or digital maximalism is. As a matter of fact, it is suggested that before launching online lectures and webinars for our students, it is of paramount importance to guide them during their online existence and to show them how to be digital minimalists.

scholarly journals Efetividade das Estratégias de Ensino no Desenvolvimento das Competências de Estudantes do Curso de Administração

REVISTA PLURI ◽  
2019 ◽  
Vol 1 (1) ◽  
pp. 293
Author(s):  
Katia Maria Rocha de Lima
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Online Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
The World ◽  
E Learning ◽  
On Line ◽  
Different Levels

O objetivo desta investigação é estruturar um modelo que avalie a efetividade das estratégias de ensino (tradicional, online e hibrido) utilizadas para o desenvolvimento das competências dos estudantes de graduação em administração, observando o perfil do estudante e o estilo de aprendizagem. A aprendizagem online, baseada no e-learning, tem desempenhado um papel fundamental no ensino e aprendizagem, que se torna cada vez mais popular não apenas em diferentes níveis escolares, mas também em várias instituições de educação superior em todo o mundo (Nedungadi & Raman, 2012). Nesse contexto, a educação a distância emerge como uma oportunidade que pode ampliar as possibilidades de aprendizagem do estudante, implementando ensino totalmente a distância ou no modelo híbrido.Palavras-Chave: Modelos de aprendizagem, e-learning, tradicional, on-line, híbrido.Abstract:The objective of this research is to structure a model that evaluates the effectiveness of teaching strategies (traditional, online and hybrid) used for the development of Administration course undergraduate students’ skills, observing student’s profile and his/her learning style. Online learning, based on e-learning, has played a key role in teaching and learning, which is becoming increasingly popular not only at different levels of education but also in several higher education institutions around the world (Nedungadi & Raman, 2012). In this context, distance education emerges as an opportunity that can broaden students’ learning possibilities, implementing distance education or the hybrid model.

Showing a Human and Professional Face to the World

2017 ◽  
pp. 506-522
Author(s):  
Jennifer Munday ◽  
Jennifer Rowley
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Sense Of Self ◽  
Learning Design ◽  
Education Students ◽  
Learning Space ◽  
The World ◽  
Positive Results

The online learning space can appear to be cold and impersonal for Higher Education students. The aim of this chapter is to show the progress of a teaching and learning design using a “sense of self” model, which is being used in ePortfolio creation in two Higher Education institutions. This chapter demonstrates that an ePortfolio can be a tool for showcasing students' levels of achievement in regard to a “sense of self”. The authors intend that the positive results from the outcomes of the two pedagogic approaches to the ePortfolio process should encourage other users of ePortfolio to engage with flexible and creative approaches to the production of showcase and reflective ePortfolios with students at all phases of a degree program. Academics can positively affect the human connections between students and teachers, emerging professionals and the profession, by encouraging multi-faceted aspects within an ePortfolio as the interface between the online and the professional world.

Representation in 21st Century Online Higher Education

2020 ◽  
pp. 165-183
Author(s):  
Maggie Broderick
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Minority Students ◽  
21St Century ◽  
Potential Benefit ◽  
Representation Of Women ◽  
Playing Field ◽  
Online Higher Education ◽  
Public Versus Private ◽  
The University

This chapter examines representation of women and minorities in 21st century higher education with regard to how the online learning culture serves diverse students. Over the past two decades, faculty and student representation by women and minorities has increased, while online learning has also grown exponentially, becoming almost ubiquitous in its reach and scope. Even with differences across institutions (public versus private, size of the university, and populations served), the online learning environment has a seemingly agreed-upon set of rules, standards, and practices. Arguably, online learning has a distinct culture, which can thus be viewed through the lens of Vygotskyian sociocultural theory. While online learning may have some perceived downsides, a potential benefit is that the nature of the technology and the agreed-upon culture of 21st century online learning across institutions may serve to mask and inhibit implicit bias and thus level the playing field for women and minority students and faculty in higher education.

Borderless Online Degrees

2020 ◽  
pp. 52-80
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Community Colleges ◽  
Public Universities ◽  
Technical Colleges ◽  
Online Pedagogy ◽  
Entry Level ◽  
Democratic Community ◽  
Online Degrees ◽  
The World

Higher education training, once an option, is now a requirement to qualify for entry-level jobs. In much of the world, accessible and affordable education needed to qualify for work is not available. Countries with limited economies cannot afford to build campuses and train the teachers. International campuses have been tried, but they are expensive and of limited value. Borderless online degrees are an affordable solution to quickly deliver this training anywhere in the world. In contrast to start of online learning, which was which was dominated by a few large universities, borderless online degrees will be democratic. Community colleges, technical colleges, public universities, private universities, and the for-profits will participate, and providers will be from all countries. Borderless online degrees will present challenges, require innovative synchronous online pedagogy, and necessitate enhanced student services.

In their own words, from their own perspective: adult students’ experiences in online higher education

2021 ◽  
Author(s):  
Olga Rotar
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Students ◽  
Rapid Development ◽  
Learning Context ◽  
Online Higher Education ◽  
Psychological Theories ◽  
Or Groups ◽  
Online Distance ◽  
The Uk

The rapid development of online distance programmes has increased the popularity of higher education among adult students. However, despite the suggested benefits of online higher education (OHE), it has been well documented that adults may experience various challenges and barriers when adapting to it. Prior research on adult students’ experiences has tended to be influenced by psychological theories and predominantly represented by survey-based studies focused on individual factors or groups of factors that affect adults’ learning. As a result, inadequate attention is given to adult students’ voices within the online learning context. This article reports the results of the study that examined qualitatively different ways of experiencing online learning by adult students. A detailed picture of these variations was drawn from interviews with adult students from two online postgraduate programmes in the UK and Russia. The chosen phenomenographic research design assists in uncovering qualitative variations in adult students’ accounts and leading to a development of a hierarchically structured model. The analysis demonstrated three ways of experiencing online learning: as an investment, as a process that brings structure, and as a process that enables and empowers. The context in which online learning is conceptualised is proposed to explain the identified variations.

Towards a Theory of Formative Assessment in Online Higher Education

2020 ◽  
pp. 1637-1661
Author(s):  
Joyce W. Gikandi
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Formative Assessment ◽  
Self Regulation ◽  
Meaningful Learning ◽  
Theoretical Framework ◽  
Collective Case Study ◽  
Online Higher Education ◽  
Increasing Demand

The affordances of online learning have coincided with increasing demand for higher education across disciplines. The need to provide appropriate learning support while fostering self-regulation in online higher education calls for formative assessment to facilitate meaningful learning. This chapter attempts to conceptually generalize the findings of a recent collective case study and develop a relevant theoretical framework for online formative assessment. The theoretical framework is intended to inform successful implementation of formative assessment in online learning contexts. The collective case study purposefully conceptualized formative assessment from a holistic pedagogical approach. Investigating application of formative assessment in the recent study explored multifaceted elements including provision of a variety of embedded authentic assessment activities. The theoretical framework advanced through this chapter is therefore an attempt to coherently unify the diverse elements and techniques from the collective case study, and explicate how this creates an effective pedagogical design to promote meaningful learning.

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