Enriching Learning, Empowering Students, and Maintaining Faculty Sanity in Online Courses
Saved in:
| Title: | Enriching Learning, Empowering Students, and Maintaining Faculty Sanity in Online Courses |
|---|---|
| Language: | English |
| Authors: | Hebert, Dustin M. |
| Source: | Research Issues in Contemporary Education. Spr 2018 3(1):67-72. |
| Availability: | Louisiana Educational Research Association. e-mail: rice@leraweb.net; Web site: http://leraweb.net/ojs/index.php/rice |
| Peer Reviewed: | Y |
| Page Count: | 6 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Online Courses, Case Studies, Graduate Students, College Faculty, Time Management, Educational Quality, Teaching Experience, Educational Technology, Learning Experience, Learner Engagement, Student Centered Learning, Teaching Methods, Course Descriptions, Masters Programs, Inquiry, Student Evaluation, Theory Practice Relationship |
| Abstract: | Two decades have elapsed since American higher education was introduced to what we know today as online learning. Be it distance, distributed, e-, electronic, or online learning or education, two constants are faculty time commitment and course quality concerns. No matter the term used to describe it, this type of learning has proven to be more time-consuming for faculty than its face-to-face counterpart. Interestingly, as new technologies become available to improve quality in learning and teaching experiences, demands on faculty time seem to grow--rather than lessen--because of the technology. However, inquiries into best practices through a case study of a graduate educational technology course have provided greater learning experiences and student engagement, encouraged students to take ownership of their learning, and enabled faculty to assume more facilitation, rather than direction, roles. In turn, faculty are returned some of their time, and greater action is expected of students in their learning. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1244633 |
| Database: | ERIC |
| Abstract: | Two decades have elapsed since American higher education was introduced to what we know today as online learning. Be it distance, distributed, e-, electronic, or online learning or education, two constants are faculty time commitment and course quality concerns. No matter the term used to describe it, this type of learning has proven to be more time-consuming for faculty than its face-to-face counterpart. Interestingly, as new technologies become available to improve quality in learning and teaching experiences, demands on faculty time seem to grow--rather than lessen--because of the technology. However, inquiries into best practices through a case study of a graduate educational technology course have provided greater learning experiences and student engagement, encouraged students to take ownership of their learning, and enabled faculty to assume more facilitation, rather than direction, roles. In turn, faculty are returned some of their time, and greater action is expected of students in their learning. |
|---|
