Avoiding eSolation in Online Education
PROCEEDINGS
Jane Manner, Barry University, United States
Society for Information Technology & Teacher Education International Conference, in Albuquerque, New Mexico, USA ISBN 978-1-880094-47-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
Online education can seem to be an impersonal exercise which leads students to feel "eSolated" from instructional staff and classmates. Simple strategies, however, can personalize the experience in ways which create opportunities both for learning and for social interactions, although participants are divided by space and time. Incorporating components of shared reflection, cooperative learning, positive peer review, and personalized feedback from faculty can overcome perceptions of eSolation which online students typically experience. Student feedback regarding these methods suggests that they promote learner satisfaction with the online course experience.
Citation
Manner, J. (2003). Avoiding eSolation in Online Education. In C. Crawford, N. Davis, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2003--Society for Information Technology & Teacher Education International Conference (pp. 408-410). Albuquerque, New Mexico, USA: Association for the Advancement of Computing in Education (AACE). Retrieved February 27, 2021 from https://www.learntechlib.org/primary/p/17924/.
Keywords
Cited By
View References & Citations Map-
A Review of Benefits and Limitations of Online Learning in the Context of the Student, the Instructor and the Tenured Faculty
Subhashni Appana, College of Foundation Studies, University of the South Pacific, Fiji
International Journal on E-Learning Vol. 7, No. 1 (January 2008) pp. 5–22
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