Online learning environments or even adding Web components to face-to-face classes changes the roles of the teacher and the learner (see, e.g., Berge, 1996).
Published in Chapter:
Teaching Style in the Online Classroom
Debra Campbell (SBI Technologies, USA) and Zane Berge (University of Maryland - Baltimore County, USA)
Copyright: © 2009
|Pages: 10
DOI: 10.4018/978-1-60566-198-8.ch304
Abstract
As with the long line of learning technologies that preceded it, the integration of online classrooms has progressed beyond the experimental stage and entered the mainstream at many colleges and universities. Today, more than three-fourths (76.6%) of campuses offer online course registration, compared to 70.9% in 2002, half in 2001, and a fifth (20.9%) in 1998 (Campus Computing Project Survey, 2003). It should be noted that the larger the institution, the greater the percentage offering distance education courses, with 87% of institutions with over 10,000 students offered distance education in 1997-1998 (U.S. Department of Education, 1999). In addition to classes offered entirely online, it is projected that 50% of all college courses will be hybrids (i.e., include both online and classroom elements) within a decade (Arnone, 2002). Many proponents of online learning see hybrid or blended learning as a way to correct mistakes of the past and to create a new and better form of active learning (Gold, 2001; McDonald & Postle, 1999).