Please use this identifier to cite or link to this item:
Title: Online Delivery for Effective Learning Experience: Consideration and Conceptualization for Further Advancement
Contributor(s): Phan, Huy  (author)orcid 
Publication Date: 2013
Handle Link:
Abstract: Teaching and learning via online delivery is increasingly becoming a norm for many higher education institutions worldwide. This alternative form of learning is characteristically unique and serves a number of purposes - for example, it is cost effective and convenient for full-time workers who wish to pursue academic studies, part time. Consequently, the acceptance of this mode has led to a rethinking in pedagogical strategies for educators and researchers alike. Educators and researchers have developed and used a myriad of innovations (e.g., animated pedagogical agents) to stimulate students' interests, intellectual curiosities, and to enhance critical thinking skills. Despite the effectiveness and advantages of online delivery, there are a number of pressing issues for continuing consideration and research development. Notably, one aspect that has received appreciable emphases is the cultivation of a social milieu, online, that may yield characteristics reflective of a traditional, face-to-face (FTF) classroom. Note worthy of this, for example, is a need for us to create a sense of realism (e.g., dynamic interaction) in students' learning. In a similar manner, there is recognition for educators to emulate a learning climate that binds learners, disregard of time and geographical differences. This feat, in our view, is not simplistic and entails a number of complexities that require continuing conceptualization. The main tenet of this chapter details a brief theoretical overview of online delivery in higher education contexts, and three identified issues that relate dialectically to this pedagogical approach to teaching and learning: (i) experiential feelings of realism; (ii) the facilitation, if possible, of critical thinking skills in an online learning climate; and (iii) the importance of cognitive overload in the presentation of information for online learning. We conclude this chapter with a scoping of recommendations for continuing research development and advancement. There are, in this analysis, a number of pressing issues for educators and researchers to consider - for example, how does the paradigm of online delivery relate to individuals' cognitive processes for learning?
Publication Type: Book Chapter
Source of Publication: E-Learning: New Technology, Applications and Future Trends, p. 33-54
Publisher: Nova Science Publishers
Place of Publication: Hauppauge, United States of America
ISBN: 9781626189874
Field of Research (FOR): 170103 Educational Psychology
109999 Technology not elsewhere classified
139999 Education not elsewhere classified
Socio-Economic Outcome Codes: 930101 Learner and Learning Achievement
930102 Learner and Learning Processes
930299 Teaching and Instruction not elsewhere classified
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links:
Series Name: Education in a Competitive and Globalizing World
Statistics to Oct 2018: Visitors: 309
Views: 326
Downloads: 2
Appears in Collections:Book Chapter
School of Education

Files in This Item:
3 files
File Description SizeFormat 
Show full item record

Page view(s)

checked on May 2, 2019
Google Media

Google ScholarTM


Items in Research UNE are protected by copyright, with all rights reserved, unless otherwise indicated.