Resources and ideas are shared, and continuous synergy will be generated through the learning process. Each individual can contribute to the course discussions and comments on the work of others. The synergy that exists in the student-centered Virtual Classroom is one of the most unique and vital traits that the online learning format possesses.
Within an online asynchronous discussion structure, the learner may reflect on comments from others before responding or moving on to the next item. This structure allows students time to articulate responses with much more depth and forethought than in a traditional face-to-face discussion situation where the participant must analyze the comment of another on the spot and formulate a response or otherwise lose the chance to contribute to the discussion.
Within an online discussion, the individual student responds to the course material lectures and course books, for example and to comments from other students. Students usually respond to those topics within the broader conversation that most clearly speak to their individual concerns. These situations result in smaller conversations taking place simultaneously within the group. In this way, students control their own learning experience and tailor the class discussions to meet their own specific needs.
Ideally, students make their own individual contributions to the course while at the same time taking away a unique mix of relevant information. In the online environment, learners have a certain measure of anonymity. Discriminating factors such as age, dress, physical appearance, disabilities, race, and gender are largely absent. It is easy to include distinguished guest experts or students from other institutions in an online class.
An instructor can compile a resource section online with links to scholarly articles, institutions, and other materials relevant to the course topic for students to access for research, extension, or in depth analysis of course content material. The literature of adult education supports the use of interactive learning environments as contributing to self-direction and critical thinking. Some educators have made great strides in applying these concepts to their on ground teaching.
However, many classes still exist which are based on lectures and rote memorization of material. The nature of the semi-autonomous and self-directed world of the Virtual Classroom makes innovative and creative approaches to instruction even more important. In the online environment, the facilitator and student collaborate to create a dynamic learning experience.
The realization of a shift in technology creates the hope that those who move into the new technology will also leave behind bad habits as they adopt this new paradigm of teaching. As educators transform their courses to take full advantage of the online format, they must reflect on their course objectives and teaching styles.
Many of the qualities that make a successful online facilitator are also tremendously effective in the traditional classroom.
While online programs have significant strengths and offer unprecedented accessibility to quality education, there are weaknesses inherent in the use of this medium that can pose potential threats to the success of any online program. These problems fall into six main categories:. Before any online program can hope to succeed, it must have students who are able to access the online learning environment.
Lack of access, whether it be for economic or logistic reasons, will exclude otherwise eligible students from the course. This is a significant issue in rural and lower socioeconomic neighborhoods. Furthermore, speaking from an administrative point of view, if students cannot afford the technology the institution employs, they are lost as customers.
As far as Internet accessibility is concerned, it is not universal, and in some areas of the United States and other countries, Internet access poses a significant cost to the user.
Some users pay a fixed monthly rate for their Internet connection, while others are charged for the time they spend online. Both students and facilitators must possess a minimum level of computer knowledge in order to function successfully in an online environment.
For example, they must be able to use a variety of search engines and be comfortable navigating on the World Wide Web, as well as be familiar with Newsgroups, FTP procedures, and email. If they do not possess these technology tools, they will not succeed in an online program; a student or faculty member who cannot function on the system will drag the entire program down.
User friendly and reliable technology is critical to a successful online program. Unfortunately, it is not a question of if the equipment used in an online program will fail, but when. When everything is running smoothly, technology is intended to be low profile and is used as a tool in the learning process. However, breakdowns can occur at any point along the system.
In situations like these, the technology is neither seamless nor reliable, and it can detract from the learning experience. While an online method of education can be a highly effective alternative medium of education for the mature, self-disciplined student, it is an inappropriate learning environment for more dependent learners. Online asynchronous education gives students control over their learning experience and allows for flexibility of study schedules for non traditional students; however, this places a greater responsibility on the student.
Another caretaker for kids distance learning told me about how students in local classes have figured out how to take a screenshot of themselves looking engaged and set that as their photo, set their computers to be muted, and then go watch television in another room.
Gurdon recommends parents spend an hour a day reading to their children instead. And worst of all, it is those we have entrusted with their safety that are putting it in jeopardy. Twitter: bethanyshondark. September 16, pm. Christopher Sadowski. Those days of warning about screen time are gone. Some programs may even require you to have a DVD or CD player for certain materials or other types of equipment that you have to purchase, find or rent for yourself not to mention figure out how to use properly.
All of this on top of the fact that your computer could quit at any moment, and for no reason or your power could go out for a few days and suddenly you're behind with no way to fix it.
Feedback can be almost immediate when you're sitting in a classroom with a teacher because they have a few minutes to take a look at your work and decide whether or not you're on the right track.
When emailing assignments, however, it can become more difficult to get the feedback you're looking for. You have to wait for the instructor to get a chance to get online, which may not happen as frequently as you would like. By the time you get the feedback you need there could be very little time to make changes as necessary for the assignment.
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