Changing Roles and Processes in Online Tuition for Higher Education (original) (raw)

Transforming the student experience at a distance: designing for collaborative online learning

Engineering Education, 2009

Distance learning programmes allow greater flexibility of learning. They are often necessary for those who wish to enhance their professional development and/or gain higher-level qualifications while simultaneously continuing to work, especially where appropriate courses of study are not offered locally. However, the isolation and lack of feedback experienced by off-campus learners are key factors in the low retention rates common to many programmes. Dependence on freelance, off-campus tutoring staff brings challenges for managing change. While there is no single solution for these problems, the student experience can be significantly improved by weaving the development of an online community into the fabric of the course of study and addressing challenges such as the relevance of curricula (including assessment and feedback procedures) through the use of appropriate technologies.

Preparing Higher Education Tutors for Delivering Online Courses

2015

This paper identifies that academic staff need to be suitably prepared to deliver wholly online courses, and outlines the steps taken towards achieving this, at one Higher Education institution in the UK. E-learning, whether partially (blended) or wholly online, is not simply about the technology, but also requires an understanding of the pedagogical considerations, and the skills that are needed, to effectively facilitate them. Through the use of a formal questionnaire, and collation of informal comments made on a social network, evaluation is made of a staff development course designed specifically to promote effective facilitation of high quality online courses. The results determined that the course is fit for purpose and achieves its aims. Future cohorts are already over-subscribed as a result of positive commentary by participants. Further developments will be made, based upon constructive feedback by participants. Whilst possibly not unique, this course demonstrates action be...

Reviewing three years of online teaching experience by a university course lecturer

2011

This paper demonstrates an online teaching experience at an English Speaking Caribbean University. A blended mode of delivery was utilised to help meet the needs of a diverse student population of full time, part time and evening students. Theoretical frameworks espoused by Johnson-Curiskii (2006) and Betts (2009) underpinned the concepts utilised in the study. Johnson-Curiskii attributes incorporating online teaching to good planning and teaching and an ability to generate discussion and interaction. Betts recognises intrinsic factors regarding professional satisfaction and extrinsic factors related to institutional support. During this teaching experience there was a reinforcement of classroom discussion and interaction. There were new approaches to ‘old curricula’. Courses had increased communication to and from students. The delivery mode encouraged the practice of meeting prompt deadlines and the ready introduction of topical and global events. In light of the requirements for ...

Improving the quality of distance education through online learning

Quality Education @ a Distance, 2003

A range of factors influences decisions about the quality of distance learning, including the theoretical perspectives of learning which are supported, the context of the learning experience, the approaches used for design, development, teaching, assessment and evaluation, the systems and infrastructure available, and the nature of the decision-making process. While developments in educational technology have provided powerful new tools to support learning and teaching, and raised issues about staff development to encourage their appropriate use, this paper focuses on three key concepts (dialogue, reflection and iteration), arguing that they playa pivotal role in determining the quality of the student learning experience at a number of different levels, and that they are especiaIly valuable for considering the quality of the online distance learning experience. After an initial discussion on the nature of quality in relation to contemporary views of learning and teaching, the paper discusses the above key concepts and applies them to evaluation studies which were undertaken at Monash University as innovations in online distance learning were introduced at subject level. The studies illustrate the importance of these concepts in improving the student learning experience, as well as their role in improving design, development and teaching, and their relevance to assessment and evaluation.

Online Learning in Higher Education: Comparing Teacher and Learner Perspectives

2018

Higher education teachers’ and learners’ experiences of online teaching and online learning are tempered by their respective perceptions of their online educational environments. While much research has been undertaken in recent years to explore students’ or teachers’ perceptions of online education, less research has been conducted that investigates the perceptions of both groups in parallel contexts. Utilizing a mixed methods research approach, focus groups and questionnaires were administered to three cohorts of students and their teachers, across three institutions. Results are presented in terms of teachers’ and students’ perceptions of preferred online learning environments, including their most and least agreed upon perceptions, and their perceptions of the major skills needed by online teachers. Finally, implications for course design, professional development and future research are considered.

Online Learning in Higher Education

Nova Science Publishers, 2017

The aim of the book is to enrich the knowledge of educators, specifically academics in higher education with regard to online learning. The text deals with the creation, development, management and updating of online courses. The book focuses on unraveling the complexities of Information and Communications Technology (ICT) and explaining the integration of technology into educational activity to faculty. Based upon both international research literature and studies undertaken by the author, the text is grounded in long-term academic experience in the management of online courses as well as in assisting lecturers with their educational technology problems. This book introduces innovative models that meet the educational needs of active learning, feedback-based learning, online learning (which can completely replace face-to-face learning), computer assisted assessment, screencast technology, Comprehensive Technology-Based Learning (CTBL) and training to manage online courses. International research universally points out the advantage of integrating technology into learning. This text presents major terms in educational technology, focusing on original methodologies and models that promote technology-based learning processes.