Teacher reflection and theories of learning online

Abstract

Many universities have pursued the development of online offering of their subjects with enthusiasm, with a perception that ultimately such offerings will increase the availability of the subject and be a cost-effective enterprise. As yet, little attention has been paid to the potential for online subjects to encourage deep learning in students who undertake them. This paper considers some current understandings of students’ approaches to learning and examines the potential for online subjects to provide a positive teaching/learning environment. It concludes that, as in the lecture theatre or tutorial room, the virtual classroom can succeed through reflective teaching underpinned by the solid application of theories of learning.