History and State of Online Learning

In this systemic review (Joksimoviç et al., 2015), the history and state of online learning is outlined. Online learning is distinguished from distance learning; even though they are similar in some ways, online learning has a constructivist approach which sets is apart from distance learning. Online learning emphasises learner participation to a much greater extent and creates environments for self-directed learners. Through looking at 32 articles on this topic, four themes are found; 1) online learning vs the traditional classroom, 2) comparison between different instructional styles, 3) the perspective of students and learners, 4) the adoption of online learning in higher education institutions. In this article, it is highlighted that a single shared definition of online learning is both lacking and crucial. Even though instructors have been found to not make use of supporting resources - whilst asking for them - a list of them is necessary. Starting on this, Joksimoviç et al. (2015) outlines:

• Asynchronous online discussions

• A facilitative role of the instructor

• Qualitative guidelines on how to participate rather than wauantitative

• Individualised feedback

Reference: Joksimović, S., Kovanović, V., Skrypnyk, O., Gašević, D., Dawson, S., & Siemens, G. (2015) In Siemens, G., Gašević, D., & Dawson, S. (Eds.), Preparing for the digital university: a review of the history and current state of distance, blended, and online learning, Pages 93-132. Edmonton, AB: Athabasca University.

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