Exploring the Myths about Online Education in Information Systems

Abstract

Rapid proliferation of the Internet along with emerging social and economic imperatives are leading institutions of higher-learning to offer a large variety of online courses/programs in different disciplines. As such education becomes increasingly pervasive and legitimate in society, there is a need to critically examine its merits and pitfalls as well as the underlying assumptions driving the justification, design, and teaching of online courses. In this paper, we take a first step in this direction by uncovering myths embedded in the discourse on online learning. We examine these myths in the context of online education in our own discipline, that of Information Systems (IS). We intend the paper to stimulate awareness and encourage debate regarding the pedagogical, administrative, economic, and societal implications of this novel though untested form of education as practiced in IS as well as in related disciplines.

Exploring asynchronous and synchronous tool use in online courses

“…Of course, as online educators, we cannot assume that simply adding a new mode of communication will increase interaction. Such an argument reflects a powerful myth of online learning: that increased connectivity deterministically leads to increased interaction (Sarker & Nicholson, 2005). Yet, synchronous communication seems to set up a context within which interaction is likely to increase.…”

The Impact of Paradigm Development and Course Level on Performance in Technology-Mediated Learning Environments

“…For as long as there have been "distant" modes of learning, research has been conducted to examine if it is as good as "traditional" methods of delivery. While some studies find differences in effectiveness when comparing IT-mediated and traditional face-to-face learning environments, many studies indicate that there are no significant differences (Russell, 1999;Sarker & Nicholson, 2005). We believe that it is time to investigate more systematically what makes technology-mediated learning environments different (more effective in some circumstances, while less effective in others), rather than simply trying to emulate the face-to-face experience in an online environment.…”

“…As suggested by Piccoli, Ahmad and Ives (2001, p. 408), "Considerable uncertainty remains regarding the subject matter and content type best suited to delivery in the virtual environment". In their exploratory analysis of the "myth' that any course can be taught online, Sarker and Nicholson (2005) found that both instructors and students indicated that certain kinds of courses were more (or less) suitable for online delivery. For example, some students stated: "I personally find it difficult to learn math, programming, and high-logic based courses this way.…”

“…Worldwide spending on online education exceeded $9 billion in 2003 and was in the $12-$14 billion range in 2004, with a 30% annual e-learning spending increase through 2008 (Sarker & Nicholson, 2005). Estimates indicate that 2,000,000 students take online postsecondary courses (Galt Gobal Review, 2001) and predictions are that the number of university and colleges offering web-based courses will continue to increase.…”

The Informing Sciences at a Crossroads: The Role of the Client

“…Despite this fact, opinions on the subject that are nearly polar opposites persist (e.g., Hirshheim, 2005;Gill, 2006) and myths abound (Sarker & Nicholson, 2005). One likely explanation for the lack of consensus is that the establishment of distance learning programs invariably involves the interaction between disciplinary and institutional informing systems.…”