The increased presence of online education in higher education in the United States continues to challenge educators in their perceptions of teaching and learning experiences in virtual environments. While critiques of online education typically focus on its “less than” shortcomings, this literature review encourages educators to take a “more than” approach when providing institutional support. Online education provides beneficial outcomes for faculty, students, and administration when viewed for its potential in providing innovative teaching and learning. The financial challenges involved in providing these practices are addressed to justify investment in faculty effort, organizational support and professional development, and equitable student support.
"Less than/more than: Issues associated with high-impact online teaching and learning,"
Administrative Issues Journal: Vol. 9
, Article 7.
Available at: https://dc.swosu.edu/aij/vol9/iss1/7
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