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Online Learning in Higher Education: Comparing Teacher and Learner Perspectives PROCEEDING

, , Avondale College of Higher Education, Australia

EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

Abstract: 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.

Citation

Kilgour, P. & Northcote, M. (2018). Online Learning in Higher Education: Comparing Teacher and Learner Perspectives. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 2089-2099). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE). Retrieved September 21, 2018 from .

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