Teaching courses online A review of the research

This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered som...

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Vydané v:	Review of educational research Ročník 76; číslo 1; s. 93 - 135
Hlavní autori:	Tallent-Runnels, Mary K, Thomas, Julie A, Lan, William Y
Médium:	Journal Article
Jazyk:	English
Vydavateľské údaje:	Thousand Oaks, CA American Educational Research Association 01.03.2006 Sage Publications
Predmet:	Anglo Americans Behavior Patterns Case Studies College students Colleges & universities Computer Assisted Instruction Conventional Instruction Course Content Curricula Curriculum development Delivery Systems Distance Education Distance learning Distance teaching E-Learning Educational Environment Educational sciences Educational Technology Einflussfaktor Empfehlung Fernstudium Fernuniversität Fernunterricht Forschungsplanung Forschungsstand Graduate students Hochschulbildung Individual Characteristics Internet Kurs Learning outcomes Learning styles Learning Theories Lernerfolg Lernumgebung Literature Reviews Meta Analysis Nursing students Online Online Courses Online instruction Online learning Outcomes of Education Perceptual learning Persönlichkeitsmerkmal Program Effectiveness Qualitative Forschung Quantitative Forschung Research Methodology Student Studium Teaching Teaching aids Teaching Models Terminology Undergraduate students USA Virtuelle Hochschule Virtuelles Klassenzimmer USA Lubbock Texas West Virginia United States > US Texas Internet courses Web-based instruction distance education online teaching Virtual classroom Conventional Education Distance Study New Information and Communication Technologies (NTIC) Internet
ISSN:	0034-6543, 1935-1046
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Popis
Shrnutí:	This literature review summarizes research on online teaching and learning. It is organized into four topics: course environment, learners' outcomes, learners' characteristics, and institutional and administrative factors. The authors found little consistency of terminology, discovered some conclusive guidelines, and identified developing lines of inquiry. The conclusions overall suggests that most of the studies reviewed were descriptive and exploratory, that most online students are nontraditional and Anglo American, and that few universities have written policies, guidelines, or technical support for faculty members or students. Asynchronous communication seemed to facilitate in-depth communication (but not more than in traditional classes), students liked to move at their own pace. Learning outcomes appeared to be the same as in traditional courses, and students with prior training in computers were more satisfied with online courses. Continued research is needed to inform learner outcomes, learner characteristics, course environment, and institutional factors related to delivery system variables in order to test learning theories and teaching models inherent in course design. (DIPF/Orig.).
Bibliografia:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0034-6543 1935-1046
DOI:	10.3102/00346543076001093