Affiliation:
1. Queens University of Charlotte, USA
Abstract
For the last quarter of a century, online learning has emerged as a viable and, in many cases, preferable instructional option for higher education students. As this wave of educational change became more prevalent and sought after by students and faculty, at times the implementation, driven by financial benefit as well as student demand, may have advanced beyond the preparation. Research and experience have now exposed numerous issues that may hinder the effectiveness of online learning for all involved stakeholders. Designing effective online courses is the first step, but too often the preparation for and focus on engaging instruction and learning ends as the course design is concluding. Recognizing the key principles behind effective student and instructor engagement may add to the overall stakeholder experience in the online learning environment.
Reference38 articles.
1. Feedback please: Studying self in the online classroom.;D.Anderson;International Journal of Instruction,2011
2. Measuring self-regulation in online and blended learning environments
3. Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/769/1480
4. Briggs, A. (2015). Ten ways to overcome barriers to student engagement online. Online Learning Consortium. Retrieved from https://onlinelearningconsortium.org/news_item/ten-ways-overcome-barriers-student-engagement-online/
Cited by
2 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献