Online learning has opened avenues to courses that were never believed possible before. A quick Google search shows Ivy League universities such as Harvard have many courses that are self-paced -- and free-- for those who want to know more about politics, education, technology, and science, just to name a few (Harvard University, n.d.). The future of e-learning through Learning Management Systems (LMS), Massive Open Online Courses (Moocs), and hybrids (part face-to-face; part online) has exploded in recent years, forcing educators to reexamine their teaching methods and what it means to be a student in this environment.
Can Community Happen?
Researchers have sought to define how online learning works; one design was to determine the ways that students engage as a community of learners (Journell, 2010). The researcher found that students wanted to feel like they were part of learning together; however, due to inadequate training on the instructor's’ part the opposite happened. When both teachers and students see an online class as just a way to “get an A” community probably won’t happen. With no community, then, students may begin to feel that their social/emotional needs aren’t met (Zembylas, Theodorou, & Pavlakis, 2008). Why might instructors care about the emotions of their students, if they don’t meet face-to-face? Researchers showed that if the students believed they could talk with the professor and/or other students, that their stress levels were lowered and course completion rose. It is difficult to learn when all you’re doing is worrying about deadlines and your work. Peer reviews also help students and educators create community in online courses (Kloepper, 2017). Here, students share feedback on assignments and through discussion forums, creating a support system through a semester. Building a community is not only important in the learning process (especially if you believe in the constructivist view of education), but it also a most positive method of ensuring students will enjoy and learn from the course.
Planning/Implementation Is Key
Dixson (2010) asked the question, “What engages students in online courses?” and found that the biggest measure was whether the instructor implemented the course in an effective manner. If instructors only use the online course to replay the worksheet phenomena, no one will be given a positive review! Yes, the student has a responsibility to engage in the course; however, no one wants to rewrite notes from a Powerpoint, no matter if it’s on the computer or not. Learners want to see that what they are supposed to learn matters to the world outside their course -- are we discussing intriguing concepts; applying a topic to a novel situation at work/home; trying to find ways to connect globally? In other words, does the instructor plan for critical thinking and creativity? How has the instructor been trained? How can the instructor be supported to increase his/her skills in the new world of online teaching? (Bernard & Abrami, 2004)
Online Learning's Future
Online learning’s potential is incalculable. Using technology to show students the many ways they can connect to communities outside their own is just one way to open minds to the larger world. According to the following TEDTalk (Collier, 2013), online learning should be accessible to as many people as possible, especially given the problems of equity in access. And, instructors should be aware of how their students’ roller coaster of emotions will impact their learning and satisfaction with the course.
References
Bernard, R. M., & Abrami, P. C. (2004). How Does
Distance Education Compare With Classroom Instruction? A Meta-Analysis of the
Empirical Literature. Review of Educational Research, 74(3), 379-439.
doi:10.3102/00346543074003379
Collier, A. (2013, June 20). TEDxStanford: The Brave New
World of Online Learning [Video file]. Retrieved from https://youtu.be/TRl9kmpNc6A
Dixson, M. (2010). Creating effective student engagement in
online courses: What do students find engaging? Journal of the Scholarship of
Teaching and Learning, 10(2), 1-13.
Harvard University • Free Online Courses and MOOCs | Class
Central. (n.d.). Retrieved from https://www.class-central.com/university/harvard
Journell, W. (2010). Perceptions of e‐learning in secondary
education: a viable alternative to classroom instruction or a way to bypass
engaged learning? Educational Media International, 47(1), 69-81. doi:10.1080/09523981003654985
Kloepper, H. (2017, March 29). Peer Review in Online
Education – Learning With and From Each Other - iversity Blog. Retrieved from https://iversity.org/blog/peer-review-in-online-education/
Zembylas, M., Theodorou, M., & Pavlakis, A. (2008). The
role of emotions in the experience of online learning: challenges and
opportunities. Educational Media International, 45(2), 107-117.
doi:10.1080/09523980802107237
Steph,
ReplyDeleteI appreciate how you synthesized the articles to their salient features. I found in my research that a sense of community is crucial for most learners and that the constructivist theory is thriving in these environments. I notice that our class is structured to facilitate community through projects, blogging, and asynchronous discussion moderation. Your section on planning/implementation is related to community because if the teacher doesn't prepare for it, community is rare to form on it's own. I think this is the case in traditional classrooms as well.
The section on open online learning was interesting and I appreciated the video. In it, the presenter says, "Open online learning changes what we can do in the classroom." I agree--so much that I am taking our course! I am excited to find new ways to open my classroom and grow our learning community. In her example of Jim's open classroom, students created blogs and a radio station to become network learners. The greatest part was that it came from the students, not the teacher. I will absolutely research ways to open my classroom in the hopes of my students becoming "general music for lifers."
Thanks for the post--you have opened my mind!
Patricia
What a great video to bring together your ideas. I really appreciated the concept of sharing innovations and how we progress more by collaboration upon shared ideas, than by protecting our ideas due to a need for recognition. I believe your post encompasses that idea of building together in service to a higher purpose in education. I thought you did an incredible job of reviewing our sources and bringing together the key elements of your critique. Great job!
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