A virtual student: Not an ordinary Joe |
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| Institution: | 1. Division of Industrial Marketing, Luleå Technical University, Sweden;2. Department of Industrial Economics, Royal Institute of Technology, Sweden;1. Clinical Affective Neuroimaging Laboratory, Magdeburg, Germany;2. Department of Psychiatry and Psychotherapy, Otto von Guericke University, Magdeburg, Germany;3. Leibniz Institute for Neurobiology, Magdeburg, Germany;4. Centre for Behavioral Brain Sciences (CBBS), Magdeburg, Germany;5. Department of Neurology, Otto von Guericke University, Magdeburg, Germany;6. Institute of Cognitive Neurology and Dementia Research (IKND), Magdeburg, Germany;7. German Center for Neurodegenerative Diseases (DZNE), Magdeburg, Germany;8. Department of Psychiatry and Psychotherapy, University of Tuebingen, Tuebingen, Germany;9. QIMR Berghofer, Medical Research Institute, Brisbane, Australia;1. School of Marine Science and Technology, Newcastle University, Tyne and Wear, UK;2. Naval Architecture and Ocean Engineering, Harbin Institute of Technology, Weihai, PR China;3. Department of Naval Architecture and Ocean Engineering, Mokpo National Maritime University, South Korea |
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| Abstract: | Some researchers and educators contend that distance education is the new, student-centered paradigm for future learning and one of the fastest growing areas in education. Despite its continued growth and popularity, distance education suffers from a number of problems. One of the most troubling is a much higher course “dropout” rate in online courses compared to traditional campus-based education. There are a number of factors that contribute to course noncompletion in Web-based distance education: feelings of isolation, frustrations with the technology, anxiety, and confusion. This article provides a discussion on certain tools used by the author to mitigate these negative factors, such as the use of electronic office hours. Explored in depth, however, is a tool that the author has had the most success using in reducing some of the chronic problems that seem to assail students taking online courses. This same tool promotes learner interaction and collaborative learning at a distance. This “magical” tool the author has created for his online classes is a fictitious virtual student who is “not an ordinary Joe.” |
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