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Online Learner Expectations
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Author(s): Gary W. Hawkins (Spring Arbor University, USA)and Jason D. Baker (Regent University, USA)
Copyright: 2005
Pages: 5
Source title:
Encyclopedia of Distance Learning
Source Author(s)/Editor(s): Caroline Howard (HC Consulting, USA), Judith V. Boettcher (Designing for Learning, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong), Karen D. Schenk (K. D. Schenk and Associates Consulting, USA), Patricia L. Rogers (Bemidji State University, USA)and Gary A. Berg (California State University Channel Islands (Retired), USA)
DOI: 10.4018/978-1-59140-555-9.ch205
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Abstract
The rapid growth of online courses presents new opportunities and challenges for educational institutions. Thanks to online learning, increasing numbers of students can enroll in online educational programs without the institution needing additional classrooms or dormitories and such online instruction offers many students the opportunity to take courses who might otherwise have been unable to participate. This sudden shift to online learning, however, comes without a shared experience for either the learner or instructor. In other words, while most learners and instructors have had years of formal and informal experience in the face-to-face classroom, few have had similar breadth of online educational experience. Accordingly, there would appear to be a divergent array of expectations regarding the online learning experience. Failure to understand and address these expectations will likely result in a disappointed educational experience for learners and instructors alike.
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