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Pedagogical Methodology in Virtual Courses

Pedagogical Methodology in Virtual Courses

Alan Rea, Doug White, Roger Mchaney, Carol Sanchez
Copyright: © 2000 |Pages: 20
ISBN13: 9781878289605|ISBN10: 1878289608|EISBN13: 9781930708785
DOI: 10.4018/978-1-878289-60-5.ch009
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MLA

Rea, Alan, et al. "Pedagogical Methodology in Virtual Courses." Web-Based Learning and Teaching Technologies: Opportunities and Challenges, edited by Anil K. Aggarwal, IGI Global, 2000, pp. 135-154. https://doi.org/10.4018/978-1-878289-60-5.ch009

APA

Rea, A., White, D., Mchaney, R., & Sanchez, C. (2000). Pedagogical Methodology in Virtual Courses. In A. Aggarwal (Ed.), Web-Based Learning and Teaching Technologies: Opportunities and Challenges (pp. 135-154). IGI Global. https://doi.org/10.4018/978-1-878289-60-5.ch009

Chicago

Rea, Alan, et al. "Pedagogical Methodology in Virtual Courses." In Web-Based Learning and Teaching Technologies: Opportunities and Challenges, edited by Anil K. Aggarwal, 135-154. Hershey, PA: IGI Global, 2000. https://doi.org/10.4018/978-1-878289-60-5.ch009

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Abstract

Recent technological changes have propelled a change in the way modern universities think about their educational delivery systems, and have significantly impacted on the nature of modern education (Eisenstadt and Vincent, 1998; Imel, 1996; Latta, 1996). Until recently only limited and often terribly expensive means existed for the conveyance of education to students via interactive mediums (Fires and Monahan, 1999). This chapter discusses the implementation of course delivery technology in a traditional university setting. Despite the traditional setting, students expect that technology will be used to facilitate their needs and desire for greater educational convenience (Mende, 1998). In addition, the university is demanding that faculty incorporate a higher degree of technological sophistication in their courses as administrators realize the vast numbers of potential students who can only be reached through technology (Kelley, 1995). This chapter discusses the related literature, defines categories of implementation, explains adaptable technologies to meet students’ needs, predicts significant pedagogical changes, and reports on relevant on-going projects.

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