Saving Face in Online Learning: New Directions in Teaching and E-Learning

Saving Face in Online Learning: New Directions in Teaching and E-Learning

Lena Paulo Kushnir (OCAD University, Canada) and Kenneth Berry (OCAD University, Canada)
Copyright: © 2015 |Pages: 21
DOI: 10.4018/978-1-4666-8147-7.ch008
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Advancements in technology and innovations in education allow universities to entertain new ways of teaching and learning. This chapter presents quasi-experimental data of how various online tools and teaching strategies impact student learning outcomes, satisfaction, and engagement. Specific variables impacting social presence, affect, cognition, etc., were tested to determine their impact on different student outcomes such as grades, feelings of isolation, student engagement, and perceived authenticity of course materials in a second-year Introductory Psychology course. Findings suggest that, despite the literature, only some factors had a significant impact on student outcomes and that while some course activities transferred well online, others did not; peer activities and participation in some course components particularly were hindered online. Considered here are students' experiences with online learning, including hybrid and inverted courses, and teaching strategies that help meet challenges in different higher-education learning contexts.
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Literature Review

Enrollments in online education continue to grow at a quicker pace than enrollments overall in higher education. As many universities and colleges struggle with issues of space, scheduling conflicts and budget cuts, some believe that online education offers cost effective alternatives to traditional classroom teaching (Allen & Seaman, 2010, 2013; Carey & Trick, 2013). In 2010 the Sloan Consortium reported that online enrollments were up 17%, compared to 12% the previous year (Parry, 2010). In 2011, at least 33% of college students had participated in at least one online course and the majority of these students (over 82%) were undergraduates (Allen & Seaman, 2011; Parry, 2010; Salcedo, 2010).

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