Assessing Quality Dimensions and Elements of Online Learning

Online learning has redefined the role of university teacher (Baldwin, 1998). Seok
(2008) described e-Teachers as those who must be instructional designers, facilitators of
discourses, subject matter experts, and technicians. Additionally, the virtual environment
calls for e-Teachers to become community builders with the ability to motivate active
virtual attendance and participation in information sharing (Seok, 2008). Instructors are
often challenged by this new conception of educating students. Smith and Meyen (2003)
refer to online education as a “new form of pedagogy” (p. 1) and a learning environment
involving “an added layer of complexity” (Bennett & Lockyler, 2004, p. 242) when
compared to traditional face to face learning environments. Peltier, Schibrowsky, and
Drago (2007) concluded that “teaching online is much more complicated than
selecting a textbook, assigning a couple of readings, and making a few assignments” (p.
150). Innovations made possible through telecommunications and the Internet have
shifted teaching styles towards learner-centered approaches (Knowlton, 2000) and
epistemology perspectives that align with constructivist beliefs (Dabbagh, 2005). Some
faculty may find that new pedagogical skills must be learned and teaching styles must
change.
Online learning environments challenge the traditional lecture-based and teacher-
centered approaches prevalent in higher education (Nunes & McPherson, 2003). In online
learning environments, faculty are “forced to develop and design their activities and
interactions in new ways” (Schrum, 2004, p. 1033). Conflicts with traditional teaching
styles often arise, leading to uncertainties about effective practices and skepticism about
the value of online learning (Phillips, Wells, Ice, Curtis, & Kennedy, 2007). In addition,
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