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Guidelines towards the Facilitation of Interactive Online Learning Programmes in Higher Education

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Title: Guidelines towards the Facilitation of Interactive Online Learning Programmes in Higher Education
Language: English
Authors: Mbati, Lydia, Minnaar, Ansie
Source: International Review of Research in Open and Distributed Learning. Apr 2015 16(2):272-287.
Availability: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 16
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, Online Courses, Electronic Learning, Constructivism (Learning), Phenomenology, Facilitators (Individuals), Observational Learning, Teacher Student Relationship, Distance Education, Open Universities, Interviews, College Faculty, Academic Persistence, Student Motivation, College Students, Qualitative Research
Geographic Terms: South Africa
ISSN: 1492-3831
Abstract: The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL) contexts is limited. Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students' attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.
Abstractor: As Provided
Number of References: 32
Entry Date: 2015
Accession Number: EJ1061146
Database: ERIC
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  Data: Guidelines towards the Facilitation of Interactive Online Learning Programmes in Higher Education
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  Data: <searchLink fieldCode="AR" term="%22Mbati%2C+Lydia%22">Mbati, Lydia</searchLink><br /><searchLink fieldCode="AR" term="%22Minnaar%2C+Ansie%22">Minnaar, Ansie</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. Apr 2015 16(2):272-287.
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  Data: Athabasca University. 1200, 10011 - 109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-421-2536; Fax: 780-497-3416; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Phenomenology%22">Phenomenology</searchLink><br /><searchLink fieldCode="DE" term="%22Facilitators+%28Individuals%29%22">Facilitators (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Observational+Learning%22">Observational Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Distance+Education%22">Distance Education</searchLink><br /><searchLink fieldCode="DE" term="%22Open+Universities%22">Open Universities</searchLink><br /><searchLink fieldCode="DE" term="%22Interviews%22">Interviews</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Qualitative+Research%22">Qualitative Research</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink>
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  Data: 1492-3831
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The creation of online platforms that establish new learning environments has led to the proliferation of institutions offering online learning programmes. However, the use of technologies for teaching and learning requires sound content specialization, as well as grounding in pedagogy. While gains made by constructivism and observational learning are well documented, research addressing online practices that best encourage constructivist and observational learning in Open and Distance Learning (ODL) contexts is limited. Using a phenomenological methodological approach, this research explored the lived experiences of online learning programme facilitators at an Open and Distance Learning higher education institution. The findings of this research study revealed that facilitators did not use constructivist and observational learning pedagogies to a large extent in their interaction with students. It is concluded that during the curriculum planning phase, facilitators should decide on methods and media to arouse the students' attention and stimulating constructivist and observational learning amongst students during online courses. This also implies a more reasonable facilitator-student ratio because large numbers of students per facilitator proves not feasible in online learning. The paper concludes by providing guidelines for the facilitation of interactive online learning programmes.
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      – Text: English
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      Pagination:
        PageCount: 16
        StartPage: 272
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Constructivism (Learning)
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      – SubjectFull: Phenomenology
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      – SubjectFull: Facilitators (Individuals)
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      – SubjectFull: Observational Learning
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Distance Education
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      – SubjectFull: Open Universities
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      – SubjectFull: Interviews
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      – SubjectFull: College Faculty
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      – SubjectFull: Academic Persistence
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      – SubjectFull: Student Motivation
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      – SubjectFull: College Students
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      – SubjectFull: Qualitative Research
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      – SubjectFull: South Africa
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      – TitleFull: Guidelines towards the Facilitation of Interactive Online Learning Programmes in Higher Education
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