Chapter interested in online learning to enhance

Chapter 1: Introduction
The purpose of this study is to investigate the relationship between students’ emotional intelligence, locus of control, and self-efficacy and their perception of learning in an online environment. Online learning has become a dominant mode of education as stated in the extant literature. Nguyen (2015) noted that “The physical brick and mortar classroom is starting to lose its monopoly as the place of learning. The internet has made online learning possible, and many researchers and educators are interested in online learning to enhance and improve student learning outcomes” (p. 309). It is no longer considered a fad in the educational arena. Online learning is now entrenched in the mainstream educational system and continues to provide educational opportunities for millions of Americans. The number of students enrolled in online courses has increased rapidly since the 1990s. According to the National Center for Education Statistics (2016) during the 2000-2001, academic year, there were 2,876,000 students enrolled in online courses. By the 2006-2007academic year, 12.2 million students were enrolled in online learning courses, and by 2014 almost 18 million students were taking online courses.
However, traditional methods of teaching dates back to colonial America. It is one of the oldest methods of education. The Traditional classroom provides a unique opportunity for students to have face to face interaction with their professors in real world campus environments. Likewise, Bowens (2013) noted that traditional education helps students to develop social network with their peers and provide structure that many students need to complete their course of study. In a study on traditional education cited in Stern (2004), Chickering and Gamson provided seven good practices of good tradition education. They maintained: (a) good practice encourage contact between students and faculty, (b) good practices encourage cooperation among students, (c) good practice encourage active learning, (d) good practice give prompt feedback, (e) good practice emphasize time on task, (f) good practice communicates high


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