Global Emergence of Online Educatio

Global Emergence of Online Education
Although many observers initially considered online learning to pose a threat to the concept of classroom-based instruction and its delivery of experiences, it is todaygenerally considered to be a complement to classroom instruction. Online education is increasingly being acknowledged by educators as encouraging students to take greater responsibility for their own learning and as “…offering more self-paced learning alternatives and providing a richer interactive learning environment than learning from text” (Newton, Hase, & Ellis, 2002, p. 162). Wang and Reeves (2007) note that “College and university students in the USA increasingly view online components of their courses as commonplace as textbooks and other traditional resources” (p. 2). Online education and embedded online communication in higher education courses and programs are no longer considered luxuries or mere supplements to learning but, rather, are treated as integral parts of higher education in many parts of the world. This is true not only of North American and European institutions but also of institutions in Saudi Arabia. These trends coupled with the emergence of the global knowledge-oriented economy have not only encouraged governments to provide the infrastructure for web-based instruction but have also necessitated a significant increase of investment in internet technologies to increase access to educational resources.

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Global Emergence of Online Education
Although many observers initially considered online learning to pose a threat to the concept of classroom-based instruction and its delivery of experiences, it is todaygenerally considered to be a complement to classroom instruction. Online education is increasingly being acknowledged by educators as encouraging students to take greater responsibility for their own learning and as “…offering more self-paced learning alternatives and providing a richer interactive learning environment than learning from text” (Newton, Hase, & Ellis, 2002, p. 162).หวัง และ รีฟส์ ( 2007 ) โปรดทราบว่า " นักศึกษาวิทยาลัยและมหาวิทยาลัยใน USA ดูมากขึ้นออนไลน์องค์ประกอบของหลักสูตรของพวกเขาเป็นธรรมดาเป็นตำราและทรัพยากรแบบดั้งเดิมอื่น ๆ " ( หน้า 2 ) การศึกษาออนไลน์และการสื่อสารออนไลน์ที่ฝังตัวอยู่ในหลักสูตรอุดมศึกษาและโปรแกรมจะไม่ถือว่าฟุ่มเฟือย หรือเพียงข้อมูลเพิ่มเติมเพื่อเรียนรู้ แต่ ค่อนข้าง are treated as integral parts of higher education in many parts of the world. This is true not only of North American and European institutions but also of institutions in Saudi Arabia. These trends coupled with the emergence of the global knowledge-oriented economy have not only encouraged governments to provide the infrastructure for web-based instruction but have also necessitated a significant increase of investment in internet technologies to increase access to educational resources.