Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13768
Title: Online Delivery for Effective Learning Experience: Consideration and Conceptualization for Further Advancement
Contributor(s): Phan, Huy  (author)orcid 
Publication Date: 2013
Handle Link: https://hdl.handle.net/1959.11/13768
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
9781626189614
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: http://trove.nla.gov.au/version/196056138
Series Name: Education in a Competitive and Globalizing World
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Appears in Collections:Book Chapter
School of Education

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