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Online Education (online + education)

Distribution by Scientific Domains
Education63%
Business, Economics, Finance and Accounting27%

Selected Abstracts

The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation,

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2006
Sean B. Eom
ABSTRACT In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types. [source]

Promises of Access and Inclusion: Online Education in Africa

JOURNAL OF PHILOSOPHY OF EDUCATION, Issue 1 2000
A. Lelliott
[source]

The Determinants of Students' Perceived Learning Outcomes and Satisfaction in University Online Education: An Empirical Investigation,

DECISION SCIENCES JOURNAL OF INNOVATIVE EDUCATION, Issue 2 2006
Sean B. Eom
ABSTRACT In this study, structural equation modeling is applied to examine the determinants of students' satisfaction and their perceived learning outcomes in the context of university online courses. Independent variables included in the study are course structure, instructor feedback, self-motivation, learning style, interaction, and instructor facilitation as potential determinants of online learning. A total of 397 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that all of the antecedent variables significantly affect students' satisfaction. Of the six antecedent variables hypothesized to affect the perceived learning outcomes, only instructor feedback and learning style are significant. The structural model results also reveal that user satisfaction is a significant predictor of learning outcomes. The findings suggest online education can be a superior mode of instruction if it is targeted to learners with specific learning styles (visual and read/write learning styles) and with timely, meaningful instructor feedback of various types. [source]

Don't Leave Me Hanging on the Anglophone: The Potential for Online Distance Higher Education in the Asia-Pacific Region

HIGHER EDUCATION QUARTERLY, Issue 2-3 2004
Simon MarginsonArticle first published online: 9 DEC 200
Abstract In the last decade there have been many attempts to mount online distance higher education programs on a global scale, led by the e-learning industry and university companies and consortia, some with government support: e.g. Universitas21 Global, Cardean University, Fathom, NYUOnline and the UKe-University. A primary commercial objective has been student markets in the Asia-Pacific nations, especially China, given unmet domestic demand and the growth of cross-border education. However while for-profit providers such as the University of Phoenix Online have shown mass online programs are viable in targeted markets, albeit more expensive than face-to-face programs, would-be global ventures have faltered or collapsed. The paper reviews the failure of English language global e-learning in the light of industry marketing strategies, the economics of online education, and the specifics of Asia-Pacific nations including unmet demand for education. It argues that for exporter universities, the potential of cross-border online education can only be realised if communications capacity in the Asia-Pacific nations is enhanced; and online programs are teaching-intensive, and customised for cultural and linguistic variations. Long-term equal partnerships with local and system providers are essential. For policy makers, the implosion of global e-learning points to the need to use expert judgment in relation to the different options for enhancing the capacity of higher education at home and abroad. It also suggests the need for greater scepticism about commercially driven scenarios and claims of company prospectuses, and about the viability of market-controlled paths of development. [source]

The nature of technology-mediated interaction in globalized distance education

INTERNATIONAL JOURNAL OF TRAINING AND DEVELOPMENT, Issue 4 2003
Charalambos Vrasidas
The purpose of this paper is to discuss technology-mediated communication and interaction in globalized distance education. We will briefly present the context, methods, findings, and implications of a research and development program we have been running for the last five years at Western Illinois University in collaboration with other institutions in the US, Mexico, and Cyprus (Intercollege). The emphasis will be on discussing the differences between face-to-face (F2F) and technology-mediated interaction. Online interaction may be slower and ,lacking' in continuity, richness, and immediacy, when compared to F2F interaction; however, in some ways online interaction may be as good as or even superior to F2F interaction. We will use selected findings from our work to theorize the nature of interaction in online distance education in a globalized world. Our argument is that despite differences between F2F and online distance education, the latter should not be considered as second best, because there are significant qualities of online education that are often ignored. [source]

Crossing complex boundaries: transnational online education in European trade unions

JOURNAL OF COMPUTER ASSISTED LEARNING, Issue 5 2005
S. Walker
Abstract Collaboration across boundaries in work and learning is increasingly a feature of networked organisation. We present a framework for analysing learning events as encounters across multiple boundaries of differing types, significance, role and severity. These boundaries may provide either/both obstacles to, and opportunities for, learning. Tutors and learners may negotiate these various boundaries with a variety of digital practices and artefacts. We apply this provisional framework of boundaries, artefacts and practices to the case of transnational trade union education, in which tutors and course participants negotiate a complex mix of boundaries. We identify ways in which practices and tools can have consequences for multiple boundaries and conclude that this approach provides a way to unpack some of the complexity of interactions in transnational learning situations and offers a framework to identify effective tools and practices. [source]

Preparing instructors for online instruction

NEW DIRECTIONS FOR ADULT & CONTINUING EDUCATION, Issue 100 2003
Adam D. Fein
The challenges and opportunities that online education and training present for instructors is discussed, along with strategies that can help instructors succeed in online environments. [source]

The Transition From Classroom to Online Teaching

NURSING FORUM, Issue 3 2002
Norma Cuellar
TOPIC.Online teaching. PURPOSE. To describe the pedagogical transition that needs to be considered before putting a class online. SOURCES.Published literature. CONCLUSIONS.Advances in technology will continue to alter teaching strategies. The changing paradigm of online education needs further research to advance the science of nursing education. [source]

Interactions in online education , Edited by Charles Juwah

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 6 2007
Pete Cannell
No abstract is available for this article. [source]

Quality in virtual education environments

BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 1 2004
Elena Barbera
The emergence of the Internet has changed the way we teach and learn. This paper provides a general overview of the state of the quality of virtual education environments. First of all, some problems with the quality criteria applied in this field and the need to develop quality seals are presented. Likewise, the dimensions and subdimensions of an empirical instrument to improve and assess the quality of online education are examined. This tool has already been applied to several educational contexts; though not definitive, it aims to improve not only specific areas, but also the whole educational approach as a system. [source]