1/29/2017
Throughout the readings, podcasts, and NPR clip it became clear that on-line education is a developing medium with many pros and cons. Some students like the flexibility, cost-effective nature, and availability of course diversity. Many other students find themselves frustrated with the on-line experience because they don’t feel as if they are receiving a quality education. According to “K12 Online Learning, A Survey of US School District Administrators,” 50% of school districts are concerned with quality courses and cite it as the biggest barriers that prevent them from offering a fully online or blended learning course. (p. 12.) Poor quality is seen in many ways: disengaged professors- the feeling that students “taught themselves,” poor test scores, the disdain of completing group and collaborative tasks, a lack of advising and poor customer service, and poor online course design. Looking at that list, we seem to know what a poor quality online experience is, but what makes a quality online education?
To start, blended and online learners need to experience a course that is designed differently than the traditional face to face environment. Digitizing face to face courses without adapting them for the unique needs of a virtual classroom are not successful. Virtual teachers must be prepared to experience a paradigm shift from teaching to facilitating. I use a couple of LMS' for my students but I don't do anything other than post notes and worksheets and provide links to points of interest. I also occasionally use surveys. None of this, however, is a designed blended learning environment- it's the first step, though.
Online learning also requires a commitment on the student’s part. They can no longer be spoon-fed the information but instead need to take responsibility for their own learning. Alearning contract like that which was designed for EDIT 762 can be an effective tool to motivate these learners. I also like the specific expectations that were laid out for us regarding how much time is expected from us and in what ways we need to structure that time.
According to Katrina Meyer, “Learning is multi-dimensional and consists of a variety of interactions and activities that lead to meaning and understanding.” This is what a quality online education should provide. In a quality virtual environment dimensions include the following relationships: The learner with the content, the learner working with other learners, the learner and instructor relationship, and the learner with the virtual program. By addressing these relationships, you experience a course that is focused on the many levels needed to effectively reach all students. That is what I am experiencing in the BOLS program and what I hope to provide to my students.
How I see a quality blended learning environment can be summed up in less than 25 words: http://tinyurl.com/jyhlofm
THE ON-LINE LEARNING DEBATE
Obstacles for on-line learning environments include the implication that virtual schooling is primarily encouraged to reduce costs of providing education to the public and the potential loss of teacher jobs. In some districts, teachers’ unions are opposed to the idea of this move to more online courses. In addition, test scores have been lower in many places after the virtual or blended course. Many cite the absence of professors and poor course design as a reason for these lower test scores. They use this to imply that virtual education isn’t as viable as to its face to face equivalent.
Advocates, however, are excited that the on-line opportunities allow students to enroll in courses not offered by their school district. Some districts use the on-line approach to allow students to recover credits for graduation.