Online Education and Its Effective Practice: A Research Review

Abstract

Using a qualitative content analysis approach, this study reviewed 47 published studies and research on online teaching and learning since 2008, primarily focusing on how theories, practices and assessments apply to the online learning environment. The purpose of this paper is to provide practical suggestions for those who are planning to develop online courses so that they can make informed decisions in the implementation process. Based on the findings, the authors argued that effective online instruction is dependent upon 1) well-designed course content, motivated interaction between the instructor and learners, well-prepared and fully-supported instructors; 2) creation of a sense of online learning community; and 3) rapid advancement of technology. In doing this, it is hoped that this will stimulate an on-going discussion of effective strategies that can enhance universities and faculty success in transitioning to teach online. Under current debates on the cost and quality of higher education, this study could help for the improvement of higher education and student enrollment and retention.

A Mixed Methods Study Of The Implementation Of Collaborative Technology Tools For Enhancing Collaboration And Student Engagement In Online Learning: Faculty Experiences And Student Perspectives

“…However, the definition of distance education has evolved over time due to the development of online learning as it has become the primary form of distance education. Notably, online education is variously termed, and the terms are sufficiently synonymous; some of these terms include distance education, e-learning, online learning, blended learning, computer-based learning, Internet-based learning, web-based instruction, and virtual learning (Milman, 2010;Sun & Chen, 2016).…”

“…Advancements in information and technology have created formal online learning environments in which online learning can be delivered asynchronously or synchronously or a combination of both. Synchronous learning is a form of online education that refers to teaching and learning that occur at a specific time where all students are expected to be available to participate such as participating in live lectures, discussions, and video conferencing while asynchronous learning is teaching and learning that do not occur at the same time such as reflecting on recorded lectures and asynchronously participating in discussions (Moore & Kearsley, 2012;Sun & Chen, 2016). Sun and Chen (2016) categorized online education into two models; one is a University-Based Online Education to obtain degrees and diplomas, and the other is the Massive Open Online Course (MOOC).…”

“…Most of the MOOCs are exclusively offered by Ivy-league institutions in addition to organizations, corporations, and individuals. These groups provide a range of online courses that are free and widely available to the public (Daniel, 2012;Sun & Chen, 2016). These online education initiatives are booming exponentially by offering ongoing open learning opportunities to self-motivated individuals.…”

Edmodo Untuk Meningkatkan Kualitas Perencanaan Proyek Dan Efektivitas Pembelajaran Di Lingkungan Pembelajaran Yang Bersifat Asinkron

“…(3) dosen aktif merespon pertanyaan dari mahasiswa; (4) dosen mendesain tugas dengan tepat; dan (5) dosen mengevaluasi hasil pembelajaran mahasiswa (Sun & Chen, 2016). Eksperimen yang dilakukan oleh Hanum (2013) menunjukkan bahwa e-learning dapat memfasilitasi interaksi kelas sebesar 66,10%.…”

The Complexity of Transnational Distance Students: A Review of the Literature

“…Within this shifting landscape is the emergence of newer categories of distance students due to these complex circumstances. Though distance education has traditionally provided alternative pathways to education for underserved populations (Casey, 2008;Lee, 2017;Moore & Kearsley, 2012;Saba, 2011;Simonson, Smaldino, Albright, & Zvacek, 2012;Sun & Chen, 2016), this additional complexity can be seen in the rise of transnational distance students (see Gemmell & Harrison, 2017;Stewart, 2017;Wilkins, 2016). Moreover, while various technological innovations (e.g., print media, radio/satellite broadcasting, computer networking) have enabled distance education over the last 200+ years (Casey, 2008;Moore & Kearsley, 2012;Saba, 2011;Simonson et al, 2012), the Internet-era of distance education can arguably be characterized as enabling global, borderless education, or transnational distance education.…”