This article reflects the theoretical views on what inhibits learning within online classes. It begins by identifying students enrolled in higher ed today as differing significantly for those considered to be "traditional" students. Students today want a "stripped down", as stated by the author, version of education. They don't want to pay for that which they won't use. Contemporary students are more interested in high quality courses that focus on learning the topic at hand, rather than the extra experiences one can attain by attending university in a traditional fashion.
One of the more interesting points regading the pedagogical element of online learning is that higher ed instructors don't take classes in how to teach students, which can make for some less than stellar instructors. And, this phenomenon is exaccerbated by technology and distance learning. In other words, those with poor classroom teaching skills are generally worse online teachers.
*This article is on the older side (2002), but I liked that it addressed distance learning as a category and highlighted general barriers to distance learning. Perhaps all problems are related to the LMS.*
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One of the more interesting points regading the pedagogical element of online learning is that higher ed instructors don't take classes in how to teach students, which can make for some less than stellar instructors. And, this phenomenon is exaccerbated by technology and distance learning. In other words, those with poor classroom teaching skills are generally worse online teachers.
*This article is on the older side (2002), but I liked that it addressed distance learning as a category and highlighted general barriers to distance learning. Perhaps all problems are related to the LMS.*