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While the traditional classroom remains teacher centered, the online environment fosters more interaction among students and is one of the cited benefits of online learning by both teachers and students (Stacey, & Wiesenberg, 2007). Although considerable time is needed to build the course material prior to launching the course, teachers have seen growth in their craft by the reflective practice of reviewing their content for delivery online and in the rich discussions students create online and which instructors facilitate rather than dictate (So, & Bush, 2008).
While the traditional classroom remains teacher centered, the online environment fosters more interaction among students and is one of the cited benefits of online learning by both teachers and students (Stacey, & Wiesenberg, 2007). Although considerable time is needed to build the course material prior to launching the course, teachers have seen growth in their craft by the reflective practice of reviewing their content for delivery online and in the rich discussions students create online and which instructors facilitate rather than dictate (So, & Bush, 2008).
Students have access
to the material and can participate online in ways that are difficult to manage
in a face-to-face, synchronous manner. Students further develop skills in
time-management and technology proficiency that will serve them well in further
study and the career environment (Allen, Seaman, & Garrett, 2007). The
restriction of location is mitigated as well by the online environment;
students receive the benefit of a greater amount of viewpoints when the student
base is diverse.
While there are
numerous benefits for online learning, several issues remain to threaten the
efficacy of this method of instruction.
Teachers must be clear and structured in their online environment so
that students understand what is to be done online and how to accomplish the
assigned tasks (Stacey, & Weisenberg, 2007). Students also need to see that the online
component is complimenting the traditional instruction without doubling the
workload (So, & Bush, 2008).
Student Engagement
from a frustrated student’s perspective:
Role of teachers in
the digital age:
Conclusion
Online communities offer an opportunity
for students to gain valuable skills that will serve them well in their offline
lives. Well-planned online content that
allows for student interaction, both fosters a collegial mentality while
deepening the knowledge of the student (Stacey, & Weisenberg, 2007). Wise use of the online environment builds
community and strengthens face-to-face interactions (So, & Bush,
2008). For teachers who pay attention to
student workload and facilitate their online environment, the benefits are
greater for blended classroom instruction than either virtual or face-to-face
methods alone (Gedik, Kiraz, & Özden, 2012).
References:
Allen, E.
I., Seaman, J., & Garrett, R. (2007).
Blending In: The extent and
promise of
blended education in the United States. Sloan Consortium [Sloan-C]. Needham, MA.
Gedik, N., Kiraz, E., & Özden, M. Y. (2012). The optimum blend: Affordances and
challenges of blended learning for
students. Turkish Online Journal of Qualitative Inquiry, July 2012, 3(3),
102-117.
So, H., & Bush, T. A. (2008). Student perceptions of collaborative
learning, social
presence and satisfaction in a
blended learning environment: Relationships and critical factors. Computers
& Education, 51, 318-336.
Stacey, E. & Wiesenberg, F. (2007). A study of face-to-face and online teaching
philosophies in Canada and
Australia. Journal of Distance Education, 22(1), 19-40.
Tischann,
ReplyDeleteI agree with you that there are numerous benefits for learning online. Traditionally online learning has served older, adult students rather than the traditional student, but those demographics are rapidly changing.
With the rapid increase in online learning it is critical as you stated that teachers be clear and structured in their online environment so that students understand what is to be done online and how to accomplish the assigned tasks.
Every structured learning experience has four elements with the learner at the center. These elements include: The learner as the center of the teaching and learning process, The faculty mentor who directs, supports, and assesses the learner, the content knowledge, skills, and perspectives that the learner is to develop and acquire, and the environment or context within which the learner is experiencing the learning event (Boettcher & Conrad, 2010).
Instructors can use this framework to analyze planned learning experiences, focusing on learner behaviors and actions. Instructors must keep a watch on the learning environments in which teaching and learning occur, ensuring that the design of the environment and the tools that we select support our teaching and the learning processes and the learners that we are trying to reach.
Boettcher, J., & Conrad , R. (2010). The online teaching survival guide. San Francisco, CA: Jossey-Bass A Wiley Imprint.
Thank you Jarice for your response!
ReplyDeleteYour comment reminds me of Hilary's post in which he found a terrific visual to illustrate the factors which create the learning experience. Here is the link: http://sidindih.blogspot.com/2013/05/online-learning-communities_9.html