Head of gold, feet of clay: The online learning paradox

Although online learning (OL) is becoming widely accessible and is often viewed as cutting-edge, the actual number of regular faculty participating in this form of teaching remains small. Moreover, OL, despite its growing recognition, is often associated with high rates of student dissatisfaction an...

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Autores principales:	Thomas Michael Power, Anthony Morven-Gould
Formato:	article
Lenguaje:	EN
Publicado:	Athabasca University Press 2011
Materias:	core faculty obstacles push and pull blended online learning design Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/fb190941944940e591cf79d4fbd2d724
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spelling	oai:doaj.org-article:fb190941944940e591cf79d4fbd2d7242021-12-02T18:03:18ZHead of gold, feet of clay: The online learning paradox10.19173/irrodl.v12i2.9161492-3831https://doaj.org/article/fb190941944940e591cf79d4fbd2d7242011-02-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/916https://doaj.org/toc/1492-3831Although online learning (OL) is becoming widely accessible and is often viewed as cutting-edge, the actual number of regular faculty participating in this form of teaching remains small. Moreover, OL, despite its growing recognition, is often associated with high rates of student dissatisfaction and isolation, withdrawal, and attrition. Furthermore, although administrators typically champion support of OL, they often seem unable or unwilling to marshal the necessary financial, human, and technological resources to produce high-quality course materials and to effect efficient course delivery. In short, online learning seems paradoxically to be both booming and busting simultaneously. It is expanding supply yet hitting similar obstacles that distance education encountered generations earlier. Under these circumstances, OL is unlikely to become mainstream without a major redirection. This article applies economic principles and concepts to OL. The revised conceptualization posits that an understanding of stakeholder priorities is the key to improved online course design and delivery.Thomas Michael PowerAnthony Morven-GouldAthabasca University Pressarticlecore facultyobstaclespush and pullblended online learning designSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 12, Iss 2 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	core faculty obstacles push and pull blended online learning design Special aspects of education LC8-6691
spellingShingle	core faculty obstacles push and pull blended online learning design Special aspects of education LC8-6691 Thomas Michael Power Anthony Morven-Gould Head of gold, feet of clay: The online learning paradox
description	Although online learning (OL) is becoming widely accessible and is often viewed as cutting-edge, the actual number of regular faculty participating in this form of teaching remains small. Moreover, OL, despite its growing recognition, is often associated with high rates of student dissatisfaction and isolation, withdrawal, and attrition. Furthermore, although administrators typically champion support of OL, they often seem unable or unwilling to marshal the necessary financial, human, and technological resources to produce high-quality course materials and to effect efficient course delivery. In short, online learning seems paradoxically to be both booming and busting simultaneously. It is expanding supply yet hitting similar obstacles that distance education encountered generations earlier. Under these circumstances, OL is unlikely to become mainstream without a major redirection. This article applies economic principles and concepts to OL. The revised conceptualization posits that an understanding of stakeholder priorities is the key to improved online course design and delivery.
format	article
author	Thomas Michael Power Anthony Morven-Gould
author_facet	Thomas Michael Power Anthony Morven-Gould
author_sort	Thomas Michael Power
title	Head of gold, feet of clay: The online learning paradox
title_short	Head of gold, feet of clay: The online learning paradox
title_full	Head of gold, feet of clay: The online learning paradox
title_fullStr	Head of gold, feet of clay: The online learning paradox
title_full_unstemmed	Head of gold, feet of clay: The online learning paradox
title_sort	head of gold, feet of clay: the online learning paradox
publisher	Athabasca University Press
publishDate	2011
url	https://doaj.org/article/fb190941944940e591cf79d4fbd2d724
work_keys_str_mv	AT thomasmichaelpower headofgoldfeetofclaytheonlinelearningparadox AT anthonymorvengould headofgoldfeetofclaytheonlinelearningparadox
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Head of gold, feet of clay: The online learning paradox

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