Andrological and Pedagogical Training Differences for Online Instructors

Abstract

Colleges and universities are rushing at an alarming rate to answer the call of the growing number of online learners. Many are motivated by promising financial forecasts. Others are simply keeping up with their peer institutions. Regardless of the reasons, the rush to join the ranks of e-institutions often results in the significant aspects of the online learning paradigm being overlooked. Can faculty make effective use of the online platform to design, construct and deliver a meaningful online course that addresses the motivations, needs, learning styles and constraints of nontraditional learners, while achieving the same learning outcomes as onground?

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