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Online Education: Great Expectations turned into Myths?
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, Monash University, Australia

EdMedia + Innovate Learning, in Honolulu, Hawaii, USA ISBN 978-1-880094-48-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper will provide a comprehensive analysis of current popular expectations about online learning and teaching from the perspectives of administrators, teachers and students. The central questions underpinning the general discussion are: (1) why would we want to teach online; (2) what are the constraints; and (3) how can we do it well within the constraints? The paper argues that quality online learning requires a high level of commitment on the part of all three groups involved in the process. Administrators need to invest in excellent infrastructures and support, teachers need to find ways of incorporating the unique potential of the new technologies into an enriched curriculum, and students need to be open to new forms of constructing knowledge far beyond traditional expectations, contributing to both the process and the goals. We conclude that the most significant educational expectations of the new technologies lie in the opportunities for facilitating interpersonal communication in real-life settings, sustaining meaningful information gap activities, and involving students in creative problem- and project-based learning.

Citation

Felix, U. (2003). Online Education: Great Expectations turned into Myths?. In D. Lassner & C. McNaught (Eds.), Proceedings of ED-MEDIA 2003--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3389-3407). Honolulu, Hawaii, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 17, 2019 from .

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