Abstract:
Closed campuses, working remotely, and physical distancing have changed the way we work, teach, learn, shop, attend conferences, and interact with family and friends. But the Covid-19 pandemic has not changed what we know about creating high-end online education. Two decades of research has shown that online education often fails to fulfill its promise, and the emergency shift to remote instruction has, for many, justified their distrust and dislike of online learning. Low interactivity remains a widely recognized short-coming of current online offerings. Low interactivity results, in part, from many faculty not feeling comfortable being themselves online. The long-advocated for era of authentic assessments is needed now more than ever. Finally, greater support is needed for both underrepresented students and for faculty to move beyond basic online instruction to create a strong continuum of care between the teaching and learning environment and the student support infrastructure. For those who have been long-term champions of online education, it has never been more important to confront the three biggest challenges that continue to haunt online education – interactivity, authenticity, and support. Only by confronting these challenges squarely can instructors, educational developers, and their institutions take huge steps towards better online instruction in the midst of a pandemic and make widespread, high-quality online education permanently part of the “new normal.”
Table of Contents
Web-Based Portfolio Assessment: Validation of an Open Source Platform
Regina Collins, New Jersey Institute of Technology, USA
Abstract: http://www.editlib.org/p/39262
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Evaluating the Instructional Architecture of Web-Based Learning Tools (WBLTs):
Direct Instruction vs. Constructivism Revisited
Robin Kay, UOIT, Canada
Abstract: http://www.editlib.org/p/38591
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Authentic e-Learning in a Multicultural Context:
Virtual Benchmarking Cases from Five Countries
Irja Leppisaari, Central Ostrobothnia University of Applied Sciences, Finland; Jan Herrington, Murdoch University, Australia; Leena Vainio, HAMK University of Applied Sciences, Finland; Yeonwook Im, Hanyang Cyber University, Korea, Republic Of
Abstract: http://www.editlib.org/p/38488
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Avatars Talking:The Use of Virtual Worlds within Communication Courses
Jeremy Sarachan, St. John Fisher College, USA; Nanci Burk, Glendale Community College, USA; Kenneth Day, University of the Pacific, USA; Matthew Trevett-Smith, University of Richmond, USA
Abstract: http://www.editlib.org/p/38587
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Designing Virtual Olympics Games Framework by Using Simulation in Web 2.0 Technologies
Dorian Stoilescu, University of Toronto, Canada
Abstract: http://www.editlib.org/p/36049