scholarly journals To Teach or Not to Teach Online: Pedagogical Considerations About Distance Learning

2020 ◽  
pp. 97-108
Author(s):  
William H. Robertson
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Traditional Students ◽  
Full Time ◽  
Pedagogical Strategies ◽  
Teaching Online ◽  
Hispanic Serving Institution ◽  
Non Traditional Students ◽  
Hispanic Serving

The use of online course delivery has been promoted at many institutions of higher education as a way to provide greater access to students in a variety of degree programs. The lack of emphasis of online pedagogical strategies has left many faculty members to not consider teaching online, while administrators look for ways to increase revenue through enrollment with limited classroom space on campus. In this paper, the reasons faculty who have taught not online are explored and examined, while providing insight into the motivations of teaching online that could lead to increased participation within distance learning frameworks. Currently, universities across the globe are continuously challenged to provide increased opportunities to non-traditional students without increasing tuition for students or the overall operating budget. As most non-traditional students are not able to attend their classes in a full-time status, many universities are now encouraging and developing a strong distance education program across their institutions. Although distance learning does in fact provide non-traditional students the opportunity of higher education the integrity of university must not be lost, and the following case study of a Hispanic Serving Institution in the Southwest United states is a good example of how universities must consider the consequences and not just the benefits that online teaching has to offer.

Planning and Teaching Online Courses

2011 ◽  
pp. 1628-1638
Author(s):  
Riad S. Aisami
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Online Courses ◽  
Work Schedule ◽  
Teaching Online ◽  
Working Adults ◽  
Course Materials ◽  
Instructional Activities ◽  
Unlimited Access ◽  
Non Traditional Students

Generally, online courses intend to present a non-traditionallearning approach for non-traditional students. Working adults can achieve success in pursuing higher education degrees without compromising their work schedule. Online courses aim to be flexible and convenient while achieving effective instructional results. Online teaching can allow students unlimited access to the course materials and provide them with interactive and engaging instructional activities.

Teaching Online Courses

2011 ◽  
pp. 1777-1786
Author(s):  
Riad S. Aisami
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Online Courses ◽  
Traditional Learning ◽  
Learning Approach ◽  
Teaching Online ◽  
Working Adults ◽  
Course Materials ◽  
Unlimited Access ◽  
Non Traditional Students

Online courses intend to present a non-traditional learning approach that accommodates non-traditional students. Working adults can achieve success in pursuing higher education degrees without compromising their work schedule. Online courses are flexible and convenient. Online teaching allows students unlimited access to the course materials and provides them with interactive and engaging instructional activities.

scholarly journals Digital Learning in Higher Education: A Training Course for Teaching Online - Universidade Aberta, Portugal

Open Praxis ◽  
2017 ◽  
Vol 9 (2) ◽  
pp. 253 ◽  
Author(s):  
J. António Moreira ◽  
Susana Henriques ◽  
Maria de Fátima Goulão ◽  
Daniela Barros
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Digital Learning ◽  
Pedagogical Strategies ◽  
Teaching Online ◽  
Network Education ◽  
Training Course ◽  
Pedagogical Design ◽  
Digital Environments

This paper uses qualitative evidence to describe, explore and discuss the progress of the online teaching training course taught at the Universidade Aberta to Portuguese and foreign professors of higher education institutions. As this is an entirely online course, its pedagogical design results from the combination of the basics of open distance education and network education using the Moodle 2.0 platform and other digital environments. The results point, on one hand, to a dynamic pedagogical design that addresses the need for continuous improvement, and, on the other hand, to the changes in the role of professors in virtual teaching and learning environments, and to the different and specific pedagogical strategies in need of adjustment. They also point to the strong presence of technological and pedagogical elements of innovation.

Priorities for reorienting traditional institutions of higher education toward online teaching and learning: Thinking beyond the COVID-19 experience

2021 ◽  
pp. 204275302110388
Author(s):  
Talha A Sharadgah ◽  
Rami A Sa’di
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Institutions Of Higher Education ◽  
Review Of The Literature ◽  
Research Papers ◽  
Exclusion Criteria ◽  
Online Teaching And Learning ◽  
Traditional Institutions

The purpose of this study is to suggest priorities for reorienting traditional institutions of higher education (IHE) toward online teaching and learning beyond the COVID-19 experience. This research applied the qualitative research method. Data collection sources included both a systematic literature review relating to how COVID-19 informed online distance learning across the globe and an analysis of circulars germane to the pandemic that were issued by the Ministry of Education (MOE) in Saudi Arabia and by Prince Sattam bin Abdulaziz University (PSAU). Guided by those two types of data, that is, review of the literature in general and the MOE and PSAU circulars in particular, and also illuminated by their own experiences of online teaching during the lockdown, the researchers were able to put forward those priorities. For the systematic review of the literature, five steps were performed: (1) identifying search terms and developing and applying a search strategy; (2) screening the obtained research papers, removing duplicates and papers outside the focal point, and establishing inclusion/exclusion criteria; (3) assessing the research papers against the inclusion/exclusion criteria; (4) data extraction; and (5) data synthesis. Although this article does not suggest traditional IHE should go entirely digital, it highlights the need for IHE to ensure access to online learning content, develop more partnerships with community, develop online self-study skills, get students to shift from passive to active learning, and a need to reconsider current e-assessment. Additionally, the study emphasizes the need to provide additional support for faculty members, how university buildings should be gradually reopened, controlling factors influencing online learning outcomes, and addressing the issue of dropouts in IHE. Finally, the study underlines the need to add further emphasis to the importance of integrating blended learning in the university curriculum and navigating toward developing global distance learning programs.

scholarly journals The Hybridisation of Conventional Higher Education: UK Perspective

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Roger Lewis
Keyword(s):  
Higher Education ◽  
United Kingdom ◽  
Distance Learning ◽  
Full Time ◽  
Open Learning ◽  
Tertiary Sector ◽  
Face To Face ◽  
The United Kingdom ◽  
Part Time ◽  
Radical Approach

Before the creation of the United Kingdom Open University (UKOU) - its Charter was given in 1969 and the first students were admitted in 1971 - the full-time residential model of higher education was pervasive, with part-time and distance modes of study seen as separate and inferior. The UKOU demonstrated the effectiveness of distance learning but also, because of its success, in some ways inhibited change in the mainstream tertiary sector. As social and political pressures on the sector grew, higher education providers were forced to innovate and models of “open learning” offered ways forward. As a result, the distinction between “distance” and “face-to-face” delivery rapidly eroded during the 1990s. However, barriers still remain to a more radical approach to provision as a whole.

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