over 80 percent of faculty with no online teaching or development experience believe that the learning outcomes for online are 'inferior' or 'somewhat inferior' to those for face-to-face instruction"
Will this number change drastically as a result of people's experiences due to Covid? Or were people forced into online teaching without being properly prepared resulting in their beliefs being reinforced?
learner-centered designs
As students graduate from K-12 programs that are learner-centred, they will demand the same from higher ed.
Online learning is a continuum; every instructor and every institution now needs to decide: where on this continuum of teaching should a particular course or program be?
except when forced to go online due to a pandemic, the instructor and institution have little choice
most technologies, if skillfully employed, are sufficiently robust to meet a wide range of educational needs and achieve a wide variety of desirable outcomes.
Is this true? Are there examples of the opposite? Does this idea connect to the concept of gamification?
Cognitive presence is a vital element in critical thinking, a process and outcome that is frequently presented as the ostensible goal of all higher education.
Yes!
text-based communication provides time for reflection
In oral communication, people get uncomfortable quickly if there is silence and teachers need to be intentional about building it into the lesson techniques ... text-based communication does this for you.
much would remain to be learned with regard to moderating a computer conference in a manner that will facilitate the development of a meaningful and worthwhile educational experience.
Have these lessons been learned since this article was written?
consideration should be given to an initial face-to-face meeting where relationships and a comfort level can be established
Is Zoom sufficient for this purpose?