Abstract
The pedagogical paradigm shift in higher education to 24-h learning environments composed of teaching delivery methods of online courses, blended/hybrid formats, and face-to-face (f2f) classes is increasing access to global, lifelong learning. Online degrees have been offered at 62.4% of 2800 colleges and universities. Students can now design flexible, life-balanced course schedules. Higher knowledge transfer rates may exist with blended course formats with online quizzes and valuable class time set for Socratic, quality discussions and creative team presentations. Research indicates that younger, traditional students exhibit heightened performance goal orientations and prefer entertaining professors who are funny, whereas non-traditional students exhibit mastery profiles and prefer courses taught by flexible, yet organized, professors. A 5-year study found that amongst 51,000 students taking both f2f and online courses, higher online failure rates occurred. Competing life roles for non-traditional students and reading and writing needs for at-risk students suggest that performance may be better if programs are started in f2f courses. Models on effective knowledge transfer consider the planning process, delivery methods, and workplace application, but a gap exists for identifying the diversity of learner needs. Higher education enrollments are being compromised with lower online retention rates. Therefore, the main purpose of this review is to delineate disparate learning styles and present a typology for the learning needs of traditional and non-traditional students. Secondly, psychology as a science may need more rigorous curriculum markers like mapping APA guidelines to knowledge objectives, critical assignments, and student learning outcomes (SLOs) (e.g., online rubric assessments for scoring APA style critical thinking essays on selected New York Times books). Efficacious knowledge transfer to diverse, 21st century students should be the Academy's focus.
Highlights
The pedagogical paradigm shift in higher education to 24-h learning environments, encompassing several delivery formats including online courses, blended/hybrid designed courses, and the traditional face-to-face (f2f) lecture classes have increased student access and engagement into global, lifelong learning
While in class exams tend to lower cheating behaviors, universities have addressed some of these academic integrity problems for online courses with techniques like Remote Proctor which utilizes biometrics, optical cameras and audio detection, and the zone alarm tool, and TurnItIn.com
We presented several pedagogical recommendations for educators to consider for enhancement of knowledge transfer efficacy in addition to our traditional and non-traditional student needs typology table that includes improving curriculum assessment rigor and consideration for faculty-matched delivery formats
Summary
The pedagogical paradigm shift in higher education to 24-h learning environments, encompassing several delivery formats including online courses, blended/hybrid designed courses, and the traditional face-to-face (f2f) lecture classes have increased student access and engagement into global, lifelong learning. The traditional pedagogical lecture method of f2f delivery, with all content delivered in the classroom, transforms into a web-facilitated course when technology tools like course management systems (CMS) and teacher designed web pages are used to enhance teaching delivery. Asynchronous online courses are considered the most common delivery format, teacher and student feedback is delayed Another teaching style includes the blended/hybrid course format consisting of combinations of f2f teaching, synchronized (real time feedback), and asynchronous online delivery (Dunn et al, 2011b).
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