Online learning: transcending the physical

Abstract

[Abstract]: A recent study has suggested that one assumption that accompanied the push to e-learning in tertiary institutions was that university teachers would change the way they conceptualise and implement education. However, the study found that, in many instances, the use of online course management systems and the pursuit of economically viable methods of “educating” large numbers of learners led to a focus on the distribution of materials, thus maintaining the transmissive, “delivery” mode of teaching. This resulted in some sense of disappointment and scepticism about the role and value of online learning in the knowledge society. This paper argues that online education can provide dynamic, learner-centered environments where knowledge is built through collaborative interactions with highly motivated learners. The authors have identified several critical principles of pedagogy which contribute to the success of the online learning experience. The paper also examines the experiences of learners in two postgraduate online courses and reflects on the feedback provided by those learners.