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, Kenneth Berry
ISBN13: 9781466681477|ISBN10: 1466681470|EISBN13: 9781466681484
DOI: 10.4018/978-1-4666-8147-7.ch008
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MLA

Kushnir, Lena Paulo, and Kenneth Berry. "Saving Face in Online Learning: New Directions in Teaching and E-Learning." Artificial Intelligence Technologies and the Evolution of Web 3.0, edited by Tomayess Issa and Pedro Isaías, IGI Global, 2015, pp. 167-187. https://doi.org/10.4018/978-1-4666-8147-7.ch008

APA

Kushnir, L. P. & Berry, K. (2015). Saving Face in Online Learning: New Directions in Teaching and E-Learning. In T. Issa & P. Isaías (Eds.), Artificial Intelligence Technologies and the Evolution of Web 3.0 (pp. 167-187). IGI Global. https://doi.org/10.4018/978-1-4666-8147-7.ch008

Chicago

Kushnir, Lena Paulo, and Kenneth Berry. "Saving Face in Online Learning: New Directions in Teaching and E-Learning." In Artificial Intelligence Technologies and the Evolution of Web 3.0, edited by Tomayess Issa and Pedro Isaías, 167-187. Hershey, PA: IGI Global, 2015. https://doi.org/10.4018/978-1-4666-8147-7.ch008

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Abstract

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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