Teaching students in the 21st century has new implications for today's classroom at all educational levels. Accompanying these implications are expectations that faculty must engage students through instructional strategies and activities of value to students. Twenty-first century learners live in an age of new technologies and information sharing. Cell phones, laptops, handheld PCs, electronic devices, and social online communities are a few examples of students' constant immersion in technology (see Figure 1). The exception to this constant exposure can be found in the classroom. One might reasonably ask, "How are faculty integrating technology into the curriculum to enhance learning?"
This article provides a good global study of faculty, and addresses the needs, technology needs in particular, that are essential to faculty effectiveness as we transition to the 21st century classroom.
From this article:
Presence is the most important best practice for an online course (Boettcher & Conrad, 2010, p. 53) Research has shown that an important component in students 'performance in and satisfaction with their online course is the active participation of the instructor within their course (Picciano, 2002; Rovai, 2002; Swan & Shih, 2005).
***Because online presence is such a pivotal part of our role as facilitators, social media certainly assists us in actively participating in each course.
A couple of years ago the optimistic view on virtual schools prevailed. For several students this learning environment provided the safety they had lacked in traditional schools either because emotional, social or other reasons. Contrary to the original enthusiasm, however, today more and more analyses refer to the problems of these schools. The Virtual Schools in U.S 2019 - among others - describes this problem in detail.
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