1.2 What is online learning?

Most of the formal learning experiences we have in our lives occur in classrooms of some sort. Whether we look at K-12, higher education or continuing education, most learning experiences are structured such that the student and the instructor are physically co-present. In recent years, however, we’ve seen increasing numbers of both formal (K-12 or university courses) and informal (MOOCs, continuing studies, etc.) learning experiences offered online. According to the Canadian Digital Research Association, one in five Canadian higher education students are taking at least one online course per year. Even before the rapid transition to remote learning in March 2020, UBC enrolled thousands of students annually in online courses.

Online learning is typically considered “a form of distance education where the primary delivery mechanism is via the internet” (Bates, 2008). Online learning can involve a learning management system like Canvas or be offered through open tools like WordPress or a wiki. Online courses can be completely asynchronous, where the instructor and students are not online at the same time, or can include synchronous options like using Collaborate Ultra or Zoom for real-time class meetings. Occasionally, you may see online courses that are self-paced (where the student proceeds at their own pace through the course) but most online courses at UBC have set dates for the course start, end, and assignments. Just like there’s tremendous variability across in-person courses, online learning can look dramatically different from course to course.

Faculty who don’t teach online occasionally question whether online courses can achieve the same learning outcomes as courses taught in-person. Based on over 30 years of data collection and analysis in online learning, research has shown that learning outcomes for students in online courses can be as good or better than for students attending courses on campus, when the online courses are well designed (Magda, 2018). In terms of student performance, modelling studies identified little to no difference in grade based student performance between these two modes and there are even some meta-analysis studies showing that online students perform better than their peers in classrooms (Means, 2013, p37, Voutilainen, 2017).

How is online different from in-person classroom learning?

“One of the biggest benefits to teaching or taking an online course is that it can be taught or taken anywhere in the world.” - Louise Longridge, Instructor, Department of Earth, Ocean and Atmospheric Sciences

In many ways, there are more similarities than differences. Online learning can be just as effective, engaging, and meaningful as classroom learning and, in most cases, the same course outcomes can be achieved. The most obvious difference between online and in-person learning is that all (or most) online instruction is at a distance. This provides students more flexibility than in-person learning since most of the course can be completed from anywhere and may provide flexibility around timing as well. Students may still be required to participate in group assignments, virtual meetings, online discussion forums for informal chats and Q&A, and synchronous class meetings. Students may also be expected to purchase ‘hard copy’ materials such as textbooks or reading packets, but many faculty teaching online opt for digital materials when possible. Because students outside Canada may have significant challenges procuring print based materials, you may want to consider using resources such as ‘e-textbooks’, online articles and open education resources that all can be accessed online.

Further examples of differences are outlined in the article “10 Things I’ve Learned About Teaching Online Links to an external site..” Key considerations are:

Communication with students requires different methods and may take longer.
In the online environment students may not have the same opportunities to ask for clarifications that learners would have in an in-person course.
Instructor workload may be more spread out, rather than concentrated around class meeting times.
Students need to have regular communication with you to know that they are on the right track.

Misconceptions about online learning

Misconception	Reality
It is impossible to get to know your students.	While you likely won’t meet them in person, you can get to know students online through discussions, group work and other communications methods. You may actually find students feel more comfortable communicating with you this way!
You have to be available all the time.	We encourage you to set specific times to answer emails or respond to online questions. Make these times clear to your students in your syllabus and on your course home page. Don't feel obligated to be available 24/7.
All learning materials must be written. OR All lectures have to be synchronous video.	We encourage you to use a variety of instructional methods including synchronous lectures, videos, audio, images, and more to create an interactive, engaging experience for your students. Through the Online Teaching Program you will learn how to determine which options are best-suited to your online course.
Online learning precludes real life experiences.	Real life experiences are an important complement to online learning. Encourage students to identify course topics in their home, family or community. This encourages connections that don’t always happen in the classroom.