About this paper

Appears in:
Pages: 5588-5593
Publication year: 2012
ISBN: 978-84-615-5563-5
ISSN: 2340-1079

Conference name: 6th International Technology, Education and Development Conference
Dates: 5-7 March, 2012
Location: Valencia, Spain

ONLINE COURSES - INNOVATIVE EDUCATION CHANNEL OR 21ST CENTURY CORRESPONDENCE COURSE

J. Reardon1, D. McCorkle1, V. Auruskeviciene2

1Monfort College of Business (UNITED STATES)
2ISM University of Management and Economics (LITHUANIA)
Over the last decade, online course offerings and programs have become very popular for many reasons. In general, research regarding online courses shows significant benefits to the institution, professors, and students. Yet many quietly question the value of such a delivery method. This research reviews the literature with regard to the benefits offered by online education and then discusses at a conceptual level the potential pitfalls.

Detractors of online education suggest that while basic content is deliverable via electronic communication channels, a major part of the University experience is missing: namely socialization. This includes socialization in both the context of peers, institutions and to the respective discipline of study. In addition, a professor’s responsiveness to student’s nonverbal communication can be reduced or eliminated in the online setting. For example, students looking lost or bored, but unwilling to articulate this can be readily identified in a face-to-face setting – whereas this is much more difficult online.

While the potential for a professor to not do his job exists in both in-class and online settings, there are several theoretical/conceptual reasons to suggest that this potential is amplified in the online setting. Primarily, anecdotal evidence suggests that the lack of a Hawthorne effect removes much of the social impetus to excel at teaching. In class settings require that the professor be present before a group of students when teaching – thus there exists a social contract due to this interaction. Professors suffer embarrassment, which tends to be communicated quickly through informal channels to other students and the professor’s peers when the class is not well presented. The same may or may not be true in an online setting.
@InProceedings{REARDON2012ONL,
author = {Reardon, J. and McCorkle, D. and Auruskeviciene, V.},
title = {ONLINE COURSES - INNOVATIVE EDUCATION CHANNEL OR 21ST CENTURY CORRESPONDENCE COURSE},
series = {6th International Technology, Education and Development Conference},
booktitle = {INTED2012 Proceedings},
isbn = {978-84-615-5563-5},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2012},
year = {2012},
pages = {5588-5593}}
TY - CONF
AU - J. Reardon AU - D. McCorkle AU - V. Auruskeviciene
TI - ONLINE COURSES - INNOVATIVE EDUCATION CHANNEL OR 21ST CENTURY CORRESPONDENCE COURSE
SN - 978-84-615-5563-5/2340-1079
PY - 2012
Y1 - 5-7 March, 2012
CI - Valencia, Spain
JO - 6th International Technology, Education and Development Conference
JA - INTED2012 Proceedings
SP - 5588
EP - 5593
ER -
J. Reardon, D. McCorkle, V. Auruskeviciene (2012) ONLINE COURSES - INNOVATIVE EDUCATION CHANNEL OR 21ST CENTURY CORRESPONDENCE COURSE, INTED2012 Proceedings, pp. 5588-5593.
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