Teaching and Learning Online: An Examination of Effective Techniques, Practices, and Processes

Teaching and Learning Online: An Examination of Effective Techniques, Practices, and Processes

Angelia Yount, Kwesi Tandoh
Copyright: © 2017 |Pages: 26
DOI: 10.4018/978-1-5225-0783-3.ch058
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Abstract

This chapter explores online learning and the pedagogical techniques needed to create an effective learning environment. In addition, it emphasizes the advances in contemporary online learning tracing its difficult beginning and the progress made due to advances made in technology especially the World Wide Web and the Internet. The chapter also discusses the importance of immediacy in online learning, and its ability to allow students to learn from anywhere and at any time. Student problems include lack of access to the technology, readiness to work online, and the erroneous impression that they know the technology more than the instructor. Interaction includes the effective application of scenarios of student and content, interaction between instructor and students, and the interaction between students which help promote social presence. We strongly believe the application of the afore-mentioned strategies will ensure successful development and implementations of an effective online course.
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History Of Distance Learning

According to Anderson (2008), distance education is not an old discipline by academic standards though its theory and practice has evolved through five generations since its inception (Taylor, 2001). From its beginning, distance learning was viewed mostly as an individual pursuit interspersed with infrequent communication between learner and teacher (Anderson, 2008). However, the last part of the twentieth century witnessed a great transition and the emergence of three other generations of distance teaching and learning (Anderson, 2008). Of these three generations of distance learning, one was supported by the mass media of radio and television, next was the use of synchronous tools and audio teleconferencing, which was followed by computer conferencing (Anderson, 2008).

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