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A Comparison of Traditional and Hybrid Online Instructional Presentation in Communication Technology

Author:

Jeremy V. Ernst

North Carolina State University, US
About Jeremy

An Assistant Professor in the Department of Mathematics, Science, and Technology Education at North Carolina State University, Raleigh.

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Abstract

Online education has become a central element of the discourse on higher education (Cox, 2005). There seems to be an overall drive toward online learning given the mounting need for flexibility in scheduling and the daily emergence of communication technologies and capabilities (Hillstock, 2005). Online education is presented as a means of conveying instruction to an extensive learning community any place at any time. Cox (2005) indicates that advocates designate online learning as the driving force and model for transformation in teaching, learning, and formal schooling. Online courses have the potential to provide learners with individualized attention by the instructor, otherwise impossible in a large classroom environment (Environmental Education and Training Partnership, 2006).
How to Cite: Ernst, J. V. (2008). A Comparison of Traditional and Hybrid Online Instructional Presentation in Communication Technology. Journal of Technology Education, 19(2), 40–49. DOI: http://doi.org/10.21061/jte.v19i2.a.3
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Published on 22 Mar 2008.
Peer Reviewed

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