Online teaching and learning has been perceived to have many advantages over traditional face to face modes, and some research has indicated that there are significant advantages for student learning. There has been a marked preference by tertiary students for online learning, or at least blended (online and face to face) modes. In many cases online delivery provides improved educational outcomes, at a lower cost. In spite of this, take up of online teaching has been lower than both students and administrators desire. This has often been attributed to a reluctance of academic staff to take up online teaching. Over the past 15 years there has been a considerable research around the factors that encourage and discourage academic staff in the tertiary sector to teach in online environments. This paper will examine trends over the past 15 years, and consolidate the major themes which have been identified, as well as critically examining the methodologies used in identifying and assessing barriers and enabling factors to online teaching. The outcome of this paper will be a better understanding and consolidation of the existing research into the uptake of online teaching in the tertiary education sector. This has direct implications for learning and teaching, as an inability to overcome resistance to online teaching (if such resistance does exist) will have a number of negative outcomes. These include missed educational opportunities, as well as disengagement of students, who, in many cases, have an expectation of a high degree of online content and interaction.
|Keywords:||Online Teaching, Barriers, Enabling Factors|
Director - Library, Deputy Vice-Chancellor, Academic, RMIT University, Melbourne, VIC, Australia
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