A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face

dc.creator	Donovan A. McFarlane
dc.date	2011-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:16:23Z
dc.date.available	2015-07-20T22:16:23Z
dc.identifier	1547-500X
dc.identifier	https://doaj.org/article/c69d354c024541908d198bcfc0f31726
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/18444
dc.description	This paper examines online versus face-to-face organizational structure and pedagogy in terms of education and the teaching and learning process. The author distinguishes several important terms related to distance/online/e-learning, virtual learning and brick-and-mortar learning interactions and concepts such as asynchronous and synchronous interactions, etc, before deliberating on perceived differences in organizational structure and pedagogical approaches of virtual and brick-and-mortar schools by examining organizational structure, knowledge and pedagogical theories, ideas, and constructs. The roles of mission, vision, and other considerations that contribute to differences between virtual and brick-and-mortar schools are examined. The appropriateness of structure and pedagogy as related to variables such as class size, span of control, and several other factors is discussed. The benefits and drawbacks of both virtual and brick-and-mortar schools are assessed in terms of perceived effectiveness and relation to perceived organizational structural and pedagogical differences before the author presents an informed response to the major thesis of this paper based on pertinent literature and the foregone discussion. After recognizing prevailing practices with regard to organizational structure and pedagogy, and given the pertinent role of technology and several influencing factors such as leadership, and curriculum, among other factors in virtual and brick-and-mortar schools, several recommendations are presented for improving the teaching-learning process.
dc.language	English
dc.publisher	Journal of Educators Online
dc.relation	http://www.thejeo.com/Archives/Volume8Number1/McFarlanepaper.pdf
dc.relation	https://doaj.org/toc/1547-500X
dc.rights	CC BY
dc.source	Journal of Educators Online, Vol 8, Iss 1 (2011)
dc.subject	Organizational structure
dc.subject	Pedagogical approach
dc.subject	Virtual schools
dc.subject	Brick-and-Mortar
dc.subject	Distance learning
dc.subject	Online learning
dc.subject	Virtual learning
dc.subject	Synchronous
dc.subject	Asynchronous
dc.subject	Virtual learning environment (VLE)
dc.subject	Managed learning environment (MLE)
dc.subject	Curriculum mapping
dc.subject	Electronic communication
dc.subject	Autopoietic systems theory
dc.subject	Structural contingency theory
dc.subject	Configurational approach
dc.subject	Recursivity-based theory
dc.subject	Learning organization
dc.subject	E-learning.
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face
dc.type	article