The Virtual Early College Dilemma: Digital Immigrants versus Digital Natives in the Classroom!

ID: 46417 Type: Brief Paper
  1. Eric Kisling and Scott Williams, East Carolina University, United States

Thursday, October 22 10:00-10:20 AM

Presider:
Koji Inoue, Graduate School of Informatics and Engineering The University of Electro-Communications, Japan

Teaching virtual early college courses appears to be a task similar to teaching regular college students. However, faculty are finding that high school students are more connected to their technology than their peers in college. This has caused strife in the classroom that can be avoided through knowledge and adjusted practices in the virtual space. Faculty cannot assume emotional, intellectual or psychological maturity even at the college level and must adjust their assumptions of what students can do through self-initiative and self-motivation. What compounds this issue is these courses are also taught online which brings new complexities that faculty must account for. But, even this adjustment will not account for the digital divide between the student and the faculty member. Students have their own expectations of what learning is supposed to be and faculty have their own. The disparity between the two expectations is what causes this divide.

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