The Disruptive Power of Online Education 2018
DOI: 10.1108/978-1-78754-325-620181008
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Online, Not Distance Education: The Merits of Collaborative Learning in Online Education

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Cited by 29 publications
(29 citation statements)
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“…It is highly likely that online education will not be quitted in the period of so-called 'new normal' when Covid-19 pandemic is over (Wiranto et al, 2021). Thanks to the advantages it offers, online education will probably continue to be utilized either as a substitution or as a supplement to traditional face-to-face education (Altmann et al, 2019;Karasu & Sarı, 2019;Wieser & Seeler, 2019). Thus, as an educational implication, the findings of the study may prove useful for the development of future online courses and in the training of pre-service or in-service teachers for conducting online courses.…”
Section: Discussionmentioning
confidence: 99%
“…It is highly likely that online education will not be quitted in the period of so-called 'new normal' when Covid-19 pandemic is over (Wiranto et al, 2021). Thanks to the advantages it offers, online education will probably continue to be utilized either as a substitution or as a supplement to traditional face-to-face education (Altmann et al, 2019;Karasu & Sarı, 2019;Wieser & Seeler, 2019). Thus, as an educational implication, the findings of the study may prove useful for the development of future online courses and in the training of pre-service or in-service teachers for conducting online courses.…”
Section: Discussionmentioning
confidence: 99%
“…Meanwhile, technology has played an important role in the implementation of collaborative learning and continues to support collaborative learning [56]. By combining the application of the Learning Management System (LMS) with a strong commitment of the higher education institutions, this becomes the main pillar for universities in achieving collaborative learning [57]. Students' independence, with self-paced learning regulation, combined with the challenging, opened, yet complex group assignments can create more effective collaboration [58].…”
Section: Collaborative Learningmentioning
confidence: 99%
“…To sustain international students interest, faculty must focus on students' expectations to design and deliver online education that satisfies the student, facilitate robust outcomes that validate institutional, public and international student investment (Shah & Jarzabkowski, 2013). International student expectations of online learning, however, stay under-study (Wieser & Seeler, 2018). Formerly, online learning studies focus on the within institution expectations and defined constructs neglecting understanding of online student expectations in the holistic manner (Social Research Centre, 2019).…”
Section: Introductionmentioning
confidence: 99%