The consequences of posting learning online

Shelley Kinash, Matthew McLean

    Research output: Contribution to journalMagazine ArticleResearch

    4 Downloads (Pure)

    Abstract

    One of the heated debates in university education today is whether or not to provide lectures online. No doubt this conversation exists beyond the halls of academia, across the corridors of our schools. In the school context, the debate is often framed as a question of whether classrooms should be flipped, so that students watch content videos online and apply learning (the idea of homework) in class under the supervision of their teachers. Students at all levels are calling for online delivery, whilst educators are concerned about its implications on attendance and learning. This mismatch of perception between students and academics has placed universities worldwide at a crossroads, as senior executives walk the tightrope of student demand and academic pedagogy. A comprehensive review of literature and data exploring this issue identifies four questions at the heart of this conversation:
    1. Does student attendance decrease when online content is made available?
    2. Does it matter to achievement whether attendance is online or face-to-face?
    3. Is online content better suited to some pedagogical tasks than others?
    4. Do some types of online content work better than others?
    Original languageEnglish
    Pages (from-to)50-52
    Number of pages3
    JournalEducational Technology Solutions
    Volume53
    Publication statusPublished - 2013

    Fingerprint

    learning
    student
    conversation
    senior executive
    homework
    university education
    mismatch
    school
    supervision
    video
    educator
    classroom
    university
    demand
    teacher
    literature

    Cite this

    Kinash, Shelley ; McLean, Matthew. / The consequences of posting learning online. In: Educational Technology Solutions. 2013 ; Vol. 53. pp. 50-52.
    @article{2664c8bf99504861b249e2aabc1fd95c,
    title = "The consequences of posting learning online",
    abstract = "One of the heated debates in university education today is whether or not to provide lectures online. No doubt this conversation exists beyond the halls of academia, across the corridors of our schools. In the school context, the debate is often framed as a question of whether classrooms should be flipped, so that students watch content videos online and apply learning (the idea of homework) in class under the supervision of their teachers. Students at all levels are calling for online delivery, whilst educators are concerned about its implications on attendance and learning. This mismatch of perception between students and academics has placed universities worldwide at a crossroads, as senior executives walk the tightrope of student demand and academic pedagogy. A comprehensive review of literature and data exploring this issue identifies four questions at the heart of this conversation:1. Does student attendance decrease when online content is made available?2. Does it matter to achievement whether attendance is online or face-to-face?3. Is online content better suited to some pedagogical tasks than others?4. Do some types of online content work better than others?",
    author = "Shelley Kinash and Matthew McLean",
    year = "2013",
    language = "English",
    volume = "53",
    pages = "50--52",
    journal = "Educational Technology Solutions",
    publisher = "Interactive Media Solutions",

    }

    Kinash, S & McLean, M 2013, 'The consequences of posting learning online' Educational Technology Solutions, vol. 53, pp. 50-52.

    The consequences of posting learning online. / Kinash, Shelley; McLean, Matthew.

    In: Educational Technology Solutions, Vol. 53, 2013, p. 50-52.

    Research output: Contribution to journalMagazine ArticleResearch

    TY - JOUR

    T1 - The consequences of posting learning online

    AU - Kinash, Shelley

    AU - McLean, Matthew

    PY - 2013

    Y1 - 2013

    N2 - One of the heated debates in university education today is whether or not to provide lectures online. No doubt this conversation exists beyond the halls of academia, across the corridors of our schools. In the school context, the debate is often framed as a question of whether classrooms should be flipped, so that students watch content videos online and apply learning (the idea of homework) in class under the supervision of their teachers. Students at all levels are calling for online delivery, whilst educators are concerned about its implications on attendance and learning. This mismatch of perception between students and academics has placed universities worldwide at a crossroads, as senior executives walk the tightrope of student demand and academic pedagogy. A comprehensive review of literature and data exploring this issue identifies four questions at the heart of this conversation:1. Does student attendance decrease when online content is made available?2. Does it matter to achievement whether attendance is online or face-to-face?3. Is online content better suited to some pedagogical tasks than others?4. Do some types of online content work better than others?

    AB - One of the heated debates in university education today is whether or not to provide lectures online. No doubt this conversation exists beyond the halls of academia, across the corridors of our schools. In the school context, the debate is often framed as a question of whether classrooms should be flipped, so that students watch content videos online and apply learning (the idea of homework) in class under the supervision of their teachers. Students at all levels are calling for online delivery, whilst educators are concerned about its implications on attendance and learning. This mismatch of perception between students and academics has placed universities worldwide at a crossroads, as senior executives walk the tightrope of student demand and academic pedagogy. A comprehensive review of literature and data exploring this issue identifies four questions at the heart of this conversation:1. Does student attendance decrease when online content is made available?2. Does it matter to achievement whether attendance is online or face-to-face?3. Is online content better suited to some pedagogical tasks than others?4. Do some types of online content work better than others?

    M3 - Magazine Article

    VL - 53

    SP - 50

    EP - 52

    JO - Educational Technology Solutions

    JF - Educational Technology Solutions

    ER -