have been lucky
enough to have taught the full range of our freshman / sophmore undergraduate
offerings as both an onsite and online instructor. While I have
thoroughly enjoyed both formats - and very much so - I must admit that my
experiences online have been *much* more positive than onsite instruction. Let
me try and elucidate:1. While in the onsite classroom you have the
opportunity to think on your feet and challenge and be experiential on your feet
to reactions to the students who speak, in the online classroom, you are able to
meet *every* class member and challenge their minds and ideas. The students who
would normally be lost in a classroom of 35-40 are met and developed each day or
week at their level and pushed to consider ideas they might not have considered.
2. I am able to reach the entire class through multimedia exhibits in
each of the weekly units - journal articles, non-copyrighted film clips (and
many from our university's purchased collection under an agreement for both
onsite classroom and online classroom use), photography, art, patents, etc, that
the students would not see - or would otherwise ignore - in an onsite classroom.
We incorporate this information into our discussions and make it part of the
larger whole of history.3. Each student and I - on the phone during
office hours or in e-mail - discuss the creation of their term papers - and
discuss midterm and final "anxiety" issues - and as they are used to the online
format, and regular communication with me through the discussion boards, they
respond much more readily than onsite students, whom I have found I have to
pressure to talk to me. 4. I am able to accommodate students from around
the country - and around the world. I have had enrolled in my class students
from Japan, Indonesia, India, England - and many other countries. As a result, I
have set up a *very* specific Skype address *only* for use of my students. They
are required to set up the time and day with me ahead of time and I need to
approve that request, but for them (and for some of my students scattered all
over the state and US), the face time is invaluable in helping them feel
"connected" - and I am more than happy to offer it. 5. As the software
upgrades, the possibilities of what I can offer become more and more amazing,
and the ease of use for both me - and for the students - becomes
astronomically better. Many have never known the software, so they don't notice
it - but those who have taken online courses before cheer it on. Software does
not achieve backwards. As very few of these issues are met by the onsite
classroom, I am leaning more and more toward the online classroom as the better
mode of instruction. Yes, there are times I *really* miss the onsite
opportunities, but then I think of the above distinctions and realize that yes,
I am where I should be, and virtually *ALL* the students are getting far more
for their money than they would get in an onsite classroom. This is the
wave of the future, and it holds such amazing promise. Already I think we are
seeing clear and fruitful results, and if academics receive effective - and
continuing - instruction and support from the very beginning, I cannot imagine
why one would ever go back. The only reason I can think of *not* doing this is
if the instructor has his or her *own* fear of computers. Beyond that - please,
please jump on the bandwagon, swallow your fears, and learn how to do this with
vigor. I don't think you will ever be sorry.PhD2BinUS
Florence Dujardin on 23 Jun 11Purpose - The primary purpose of this research paper is to understand the role of national cultural dimensions on e-learning practices in India. India is considered a major player in the world economy today. US multinationals are significantly increasing their presence in India and understanding cultural preferences will help global companies transition better. Design/methodology/approach - This conceptual paper uses the national cultural dimensions of the global leadership and organizational behavior effectiveness project, which is identified as the most topical theoretical framework on culture. The national cultural scores are used to develop hypotheses for specific cultural dimensions. Examples from the literature are also used to strengthen the proposed hypotheses. Findings - This research proposes that national cultural dimensions of power distance, uncertainty avoidance, in-group collectivism, and future-orientation influence e-learning practices. This study distinguishes between synchronous and asynchronous methods of e-learning and the role of culture on the same. Future research can definitely empirically test the hypotheses proposed. Practical implications - This study provides strategic implications for multinationals with a guide sheet identifying the role of the various cultural dimensions on e-learning. The suggested strategies can be implemented by multinationals in other countries with similar national cultural dimensions also. Originality/value - This research also proposes a theoretical e-learning model identifying the impact of national cultural dimensions on e-learning practices. This research also provides practitioners a strategic implications model that could be implemented for e-learning initiatives in multinationals.
