Summarizing Teaching Approaches in the Traditional Classroom and in the Virtual Environment

Teachers in today’s information society are required to rethink their teaching approaches to accommodate the learning needs of children and adults, either in the traditional classroom settings or the virtual environment. Logically speaking, children require instructors to teach them by using the pedagogical methods. Likewise, adults require teachers to help them learn by using andragogical approaches such as facilitation methods. When it comes to teaching children or helping adults learn in the online teaching and learning environment, it is the epistemological positions of the teachers that predetermine their instructional methods. In this chapter, the author compared and contrasted those pedagogical teaching methods with those andragogical approaches.

Online Knowledge Dictator or Learning Facilitator

While online knowledge dictators are determined by certain teaching/learning situations, Rogers’ (1969) five well-accepted hypotheses suggest that teachers be learning facilitators to focus on what is happening in the learners. To help teachers become learning facilitators, this chapter specifies what exactly teachers can do in both the traditional classroom and online teaching/learning settings. The chapter also examines what other factors may contribute to this dichotomy of online knowledge dictators and learning facilitators. To compare and contrast this dichotomy, cultural backgrounds in relation to learning are also discussed to increase the readers’ background in order to better understand the argument made in this chapter.

Gender Issues in Online Education

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

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.

Utilizing Virtual Environments for the Creation and Management of an E-Mentoring Initiative

Adjusting to college is difficult regardless if the student is entering higher education immediately after graduating from high school, returning as a re-admit, or an adult entering college after an extended period of time working or raising a family. While colleges offer numerous specialized student support services from tutoring to psychological counseling, most individuals would benefit from added guidance, support, and empowerment from a mentor. While traditional (face-to-face) mentoring is an excellent option, it requires that specific financial, time, schedule, and geographic elements be met. Therefore, an e-mentor initiative might be a viable solution, where all communication interaction is conducted through virtual and Web 2.0 technologies such as Facebook, Instant Message (IM), Skype, Google Groups, Virtual Common Reading Program, and Virtual Reflection Journals.

Assessing Online Learning Pedagogically and Andragogically

Online learning occurs among traditional age students as well as among non-traditional age students. Because traditional age students learn differently from non-traditional age students, especially in the virtual environment, educators are required to employ either pedagogical or andragogical assessment methods accordingly. Using pedagogical assessment methods may not work for non-traditional age learners. Likewise, trying to apply andragogical methods to traditional age students may not work for younger learners. Available assessment methods such as objectively-scored tests, subjectively-rated tests and criterion referenced tests will be discussed as well as a new form of assessment-learner self-evaluation. To use the proper tests to assess online learning, educators are required to possess both pedagogical and andragogical knowledge.

E-learning for K-12 Learners and Adult Learners

E-learning uses online networks to enable learners to interact meaningfully with their educational environment. E-learning is explained in terms of the communication cycle and its application in a learning cycle. Social and developmental aspects of e-learning are addressed. Strategies to scaffold e-learning are also provided.

Utilizing Interactive Technologies to Engage, Integrate, Involve, and Increase Community amongst College Students

Retention in higher education is a forefront goal for most administration, staff, and faculty members. For this goal to be achieved, college professionals must go above and beyond to ensure students are engaged socially, successfully integrated into the campus community, and actively involved during college. When these interactions occur, students are more likely to experience a sense of belonging, as, evident from developmental research theories, an institution could experience an increase in overall retention rates. However, to achieve engagement, integration, involvement, and feelings of belonging, it requires staff and faculty members to offer and encourage continuous interactions with students, both inside and outside the classroom. While these interactions in the past usually happened through face-to-face methods, today, the Web 2.0 and virtual technological tools have extended opportunities for college professionals to interact more often with students. Two such virtual technologies are Google Wave and Wimba Collaboration Suite (Voice, Pronto, and Classroom).

Encouraging Student Motivation in Distance Education

While motivating students to enroll, participate, and complete any learning activity has always been a challenge, distance education adds a new dimension of complexity to the problem. This chapter will explore the development of distance education and the internal and external motivational factors that need to be considered when attempting to encourage student motivation in distance education.

Age Issues in Online Teaching

Age impacts online instructional design and delivery in two ways: developmental/biological and social/cultural. Developmental and generational issues are detailed as they impact e-learning. Attitudes towards technology and its social use are explained in light of age. Because the online community reflects lifelong learning, it behooves online educators to factor in age when developing and delivering online instruction.