UDOL2011

Exploring the challenges and opportunities associated with the concepts of community and communication in online higher education, this paper reconsiders the intention to replicate face-to-face learning and teaching strategies in online learning environments. Rather than beginning with the assumption that face-to-face education is the prototype for quality, the authors appraise the online learning environment as a unique medium which, by its nature, necessitates unique communication, community-building, teaching and learning strategies. This paper proposes an in-depth analysis of the potential unique affordances associated with online learning contexts as existing in their own right. The concepts of community and communication are explored in relation to online Communities of Practice (CoPs). The nature of face-to-face and online learning contexts are considered, especially in the light of the possibility of redefining "face-to-face" within the online realm, in addition to physical learning contexts. The paper identifies unique ways in which online communication (in the context of learning) is different from face-to-face communication, and consequently four ways in which this can be an advantage for students; namely, there is a measure of social egalitarianism, emphasis on verbal/written proficiency, time for reasoned response, and social agency. The paper provides grounding for further research into strategies that forge rich online learning experiences and suggests an empirical study as a next step.

This study tested 3 instructor presence features in learning from video lectures: dynamic drawings, eye contact with the camera, and instructor visibility.

Using survey responses from more than 2,800 colleges and universities and IPEDS data for 4,891, this study is aimed at answering fundamental questions about the nature and extent of online education some of which include: Who Offers Online (Distance) Courses? How Many Students are Learning Online (at a Distance)? Is Online Learning Strategic? Are Learning Outcomes in Online Offerings Comparable to Face-to-Face? Do Students Require More Discipline to Complete Online Courses? Is Retention of Students Harder in Online Courses? and What Will Drive the Future of Higher Education? The survey analysis is based on a comprehensive sample of active, degree-granting institutions of higher education in the United States.

E-learning has gained much focus from educators and researchers, with many extolling e-learning over traditional learning. Despite this focus, implementation of e-learning systems often fails. The purpose of this paper is to consider a range of barriers, impacting the success of e-learning implementations, yet to the best of the authors' knowledge no conceptual framework is able to consolidate existing research. In the research article in press EURODL Shaw, Rawlinson, Sheffield (2020) we aimed to consolidate a conceptual framework

More about Design-based research

A good article for thinking about design-based research and technology usage.