Alexander, Melody W., Allen D. Truell, and Jensen J. Zhao. “Expected advantages and disadvantages of online learning: Perceptions from college students who have not taken online courses.” Issues in Information Systems 13.2 (2012): 193-200.
This article presents deep insights into the “expected advantages and disadvantages of online learning” from the perspective of college students who never chose online classes or programs before this research. The authors of the research study conducted an online survey of a total of 420 college students to document that the need for online courses and programs is growing in the post-secondary education system and academic intellectuals are planning to implement online offerings to students. The group of students selected for the survey was not familiar with the online offerings as they had never taken any online courses or programs before. The research found that students inferred online learning system as a more flexible and convenient medium to approach academic resources than traditional classroom learning as many acknowledged technology-mediated learning for college students. However, the results concluded that students also expressed concerns about the minimized connection with fellow students and instructors, technical difficulties, and the urge to discipline themselves as compared to traditional classroom settings where students are bound to follow the institute’s rules and regulations.
Haleem, Abid, et al. “Understanding the role of digital technologies in education: A review.” Sustainable Operations and Computers 3 (2022): 275-285.
The selected research study discusses the consequences of “digital technologies on education” and its prospective potential to achieve the sustainable development agenda 2030 that the United States has planned and implemented to ensure equitable and inclusive education for all. The authors of the study argued that digital technologies in the field of education have emerged as essential to achieve this agenda of “education for all” as these technological platforms have enabled a “paradigm shift in the entire education system”. This system would not only provide education but also mediate as a “co-creator” of knowledge, an assessor of information, and a potential mentor. The article also emphasizes how these digital technologies have made life easier for students by providing them with various tools and software to present their daily academic tasks. Moreover, the authors highlighted how technological advancements have boosted distance learning education, allowed peers and faculties to interact with instructors or professors through interactive channels, and provided easy access to all learning resources.
Craig, Annemieke, et al. “Perceptions of roles and responsibilities in online learning: A case study.” Interdisciplinary journal of e-learning and learning objects 4.1 (2008): 205-223.
This research published in “Interdisciplinary Journal of e-learning and Learning Objects” aimed to explore the perceptions of online learners regarding their responsibilities and expectations from online instructors. The research was undertaken within an Australian university where students’ expectations from online teachers and online learning were evaluated involving an institution-wide survey. The outcomes of the research reported that different students have different points of view regarding online learning categorically and have different expectations from each other regarding the mode of online learning. They also had distinctive perceptions of how staff members and the faculty engage with online teaching that is informed by students’ specific modes of study. The authors recommended proactive management of student expectations by faculty, teachers, and staff members to meet students’ expectations that they have regarding their responsibilities in the online learning environment.
Wetzlmair, Lisa-Christin, et al. “The impact of COVID-19 on the delivery of interprofessional education: it’s not all bad news.” British Journal of Midwifery 29.12 (2021): 699-705.
In this study, the authors provided a comprehensive description of the consequences of the global pandemic, the Covid-19 outbreak, on medical education. During the outbreak of the global pandemic, most face-to-face interactions in the field of learning and practice-based placements including interprofessional education were replaced with online technology-mediated learning. Focusing on adaptations in the delivery of interprofessional learning framework, the authors provided a global perspective through teachers’ and students’ case studies or reports. The significant changes discussed in the research from different case reports and prior literature reflect “online learning, facilitation skills, the duration of education sessions, and team learning aspects”. The study also considered the significant elements that permitted a rapid change from traditional face-to-face to interactive and virtual interprofessional learning mediums.
Chen, Ching-Huei. “Cultural diversity in instructional design for technology-based education.” British Journal of Educational Technology 38.6 (2007): 1113-1116.
The research study discusses the barriers encountered in implementing technology in traditional classrooms and the importance of cultural factors that influence the learning experiences of students on a school, teacher, student, and computer level. The research explores instructors’ perspectives and academic performance in online environments on designing a “cross-cultural collaborative online learning” framework. The research analyzed qualitative data from universities and showed outcomes including “instructional strategies that facilitate cross-cultural” framework, computer-supported internationalized curriculum, and inclusion of challenges in teaching diverse learners. The authors concluded the research that online teachers or instructors need to be “trained in the best pedagogical practices to enhance collaborative activities” in multicultural classrooms.
Works Cited
Alexander, Melody W., et al. “Expected Advantages and Disadvantages of Online Learning: Perceptions from College Students Who Have Not Taken Online Courses.” Issues in Information Systems, vol. 13, no. 2, 2012, pp. 193–200.
Chen, Ching-Huei. “Cultural Diversity in Instructional Design for Technology-Based Education.” British Journal of Educational Technology, vol. 38, no. 6, 2007, pp. 1113–16.
Craig, Annemieke, et al. “Perceptions of Roles and Responsibilities in Online Learning: A Case Study.” Interdisciplinary Journal of E-Learning and Learning Objects, vol. 4, no. 1, 2008, pp. 205–23.
Haleem, Abid, et al. “Understanding the Role of Digital Technologies in Education: A Review.” Sustainable Operations and Computers, vol. 3, 2022, pp. 275–85.
Wetzlmair, Lisa-Christin, et al. “The Impact of COVID-19 on the Delivery of Interprofessional Education: It’s Not All Bad News.” British Journal of Midwifery, vol. 29, no. 12, 2021, pp. 699–705.
