The Online Learner: Characteristics and Pedagogical Implications
Nada Dabbagh, George Mason University, United States
CITE Journal Volume 7, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
Globalization has stretched the scope of the online learner population from a homogeneous profile of mostly adult, mostly employed, place-bound, goal-oriented, and intrinsically motivated to one that is heterogeneous, younger, dynamic, and responsive to rapid technological innovations. This paper describes the emerging characteristics of the online learner and ensuing pedagogical implications and suggests that exploratory and dialogical online learning pedagogical models are most effective for supporting and promoting these characteristics.
Dabbagh, N. (2007). The Online Learner: Characteristics and Pedagogical Implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217-226. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/22904/.
© 2007 Society for Information Technology & Teacher Education
- Allen, I.E., & Seaman, J. (2006, November). Making the grade: Online education in the United States. Sloan Consortium and Babson Survey Research Group. Retrieved http://www.sloan-C.org/publications/survey/index.asp
- Anderson, T.D., & Garrison, D.R. (1998). Learning in a networked world: New roles and responsibilities. In C.C. Gibson (Ed.), Distance learners in higher education (pp. 97-112).
- Biner, P.M., Bink, M.L., Huffman, M.L., & Dean, R.S. (1995). Personality characteristics differentiating and predicting the achievement of televised-course students and traditional-course students. The American Journal of Distance Education, 9(2), 46-60.
- Brown, J.S. (2000). Growing up digital: How the Web changes work, education, and the ways people learn. Retrieved July 27, 2007, from http://www.usdla.org/html/journal/FEB02_Issue/article01.html
- Cheurprakobkit, S., Hale, D.F., & Olson, J.N. (2002). Technicians' perceptions about Web-based courses: The University of Texas system experience. The American Journal of Distance Education, 16(4), 245-258.
- Comeaux, P., Huber, R., Kasprzak, J., & Nixon, M.A. (1998). Collaborative learning in Web-based instruction. Paper presented at the 3rd WebNet 98 World Conference on the WWW, Internet, and Intranet, Orlando, FL.
- Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Upper Saddle River, NJ: Prentice Hall.
- Dille, B., & Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. The American Journal of Distance Education, 2(1), 25-37.
- Fjortoff, N.F. (1995, October). Predicting persistence in distance learning programs. Paper presented at the Mid-Western Educational Research Meeting, Chicago. (ERIC Document Reproduction Service No. ED 387 620).
- Galusha, J.M. (1997). Barriers to learning in distance education. Interpersonal Computing and Technology, 5(3-4), 6-14.
- Garland, M.R. (1993). Student perceptions of the situational, institutional, dispositional, and epistemological barriers to persistence. Distance Education, 14(2), 181-198.
- Hall, B. (1997). Web-based training cookbook. New York: John Wiley& Sons, Inc.
- Hanson, D., Maushak, N.J., Schlosser, C.A., Anderson, M.L., Sorensen, C., & Simonson, M. (1997). Distance Education: Review of the Literature (2nd ed.). Bloomington, Indiana: Association for Educational Communications and Technology.
- Khan, B.H. (2001). A framework for Web-based training. In B.H. Khan (Ed.), Web-based training(pp. 75-97). Englewood Cliffs, NJ: Educational Technology Publications.
- Lambert, M.P. (2000). The home study inheritance. In M.G. Moore& N. Shin (Eds.), Speaking personally about distance education foundations of contemporary practice (pp. 7-11). University Park, PA: The American Center for the Study of Distance Education
- Lindblom-Ylanne, S., & Pihlajamaki, H. (2003). Can a collaborative network environment enhance essay-writing processes? British Journal of Educational Technology, 34(1), 1730.
- MacKeracher, D. (1996). Making sense of adult learning. Toronto: Culture Concepts. Contemporary Issues in Technology and Teacher Education, 7(3)
- Olgren, C.H. (1998). Improving learning outcomes: The effects of learning strategies and motivation. In C.C. Gibson (Ed.), Distance learners in higher education (pp. 77-96).
- Pugliese, R.R. (1994). Telecourse persistence and psychological variables. The American Journal of Distance Education, 8(3), 22-39.
- Stone, T.E. (1992). A new look at the role of locus of control in completion rates in distance education. Research in Distance Education, 4(2), 6-9.
- Thompson, M.M. (1998). Distance learners in higher education. In C.C. Gibson (Ed.), Distance learners in higher education (pp. 9-24). Madison, WI: Atwood Publishing.
- Williams, P.E. (2003). Roles and competencies of distance education programs in higher education institutions. The American Journal of Distance Education, 17(1), 45-57.
These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact firstname.lastname@example.org.
Myrene Magabo, University of the Philippines and University of Phoenix, United States; Faye Watson, John Garot & Kim Capeheart, University of Phoenix, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 876–897
Walaiwad Chaiyabutr, Sukhothaithammathirat Open University, Thailand
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 1313–1320
Patricia McGee, Erin Valdes & Danica Bullis, The University of Texas at San Antonio, United States
International Journal on E-Learning Vol. 15, No. 2 (May 2016) pp. 215–241
Jered Borup & Mark Stevens, George Mason University, United States
Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 1534–1541
The online video lecture: Examining the role of the communicator, the learner and the lecture in promoting effective learning.
Rodney McCrohan & Tom Palaskas, RMIT University, Australia
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (Oct 21, 2013) pp. 167–175
Beyond the net generation debate: A comparison between digital learners in face-to-face and virtual universities
Begoña Gros & Iolanda Garcia, Universitat Oberta de Catalunya; Anna Escofet, Universitat de Barcelona
The International Review of Research in Open and Distributed Learning Vol. 13, No. 4 (Sep 12, 2012) pp. 190–210
Heejung An, William Paterson University, United States
Global TIME 2012 (Feb 07, 2012) pp. 246–249
Barbara Grabowski, Penn State University, United States; Gila Kurtz, The Center for Academic Studies, Israel; Insung Jung, International Christian University, Japan; Michael Beaudoin, University of New England, United States; Katsuaki Suzuki, Kumamoto University, Japan
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2011 (Oct 18, 2011) pp. 1929–1935
The impact of different instructional facilitation approaches on students' participation during an online discussion
Heejung An, William Paterson University, United States; Sunghee Shin, Queens College CUNY, United States; Keol Lim, Teachers College, Columbia University, United States
Society for Information Technology & Teacher Education International Conference 2008 (Mar 03, 2008) pp. 204–207
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact email@example.com.