About the Author
Shabana Figueroa is instructional technologist of FCPE.
Questions to Consider About Online Learning
Shabana Figueroa
figueroa@adelphi.edu
Without a clear and deliberate strategy for distance learning courses there is no guarantee of success. Let’s explore some questions about online learning.
Can Face-to-Face courses be easily transferred to an online environment?
Strategies used in online and face-to-face settings may produce different effects and consequences. For example, when an issue arises in face-to-face setting, instructors tend to find and solve the problem quickly but in an online setting, it is not so easy for instructors to identify problem areas. According to Li and Akins (2005), instructors need to provide as many tools as possible to facilitate online interaction and collaboration. These tools include various types of collaboration aides such as virtual chat, email, threaded discussion, and so forth.
How does the quality of an online course compare to that of a face-to-face course?
According to the Sloan Consortium, online learning is equivalent to or better than learning through the institution's other delivery modes, in particular in its traditional face-to-face, classroom-based instruction. If there is no comparable face-to-face course, then the institution's normative benchmark applies. To ensure quality, online courses should receive the same benefits of preparation, development, and review that the institution applies to face-to-face courses.
How are distance learning courses organized?
Distance learning requires more preparation than simply putting a training manual online (Carvotta, 2003). The success of one form of instruction does not guarantee similar success in the online environment. The organization of a course is critical to its success. When organizing a course, the instructor must decide how the course content is to be divided, how many units there will be, and what information will be covered (Price, 2005). Every instructor has his/her own style of teaching and learning. The suggested model is just one approach. A course unit should be divided into six sections: Introduction, Unit Objectives, Directions, Interactive Activities, and Assessment. Although the organization of course content is important, the overall design is essential. Text-based content is visually unappealing. One approach would be to include multimedia elements such as graphics, tables, and audio and video components to reinforce the materials presented.
What about social integration?
Interactivity is the heart and soul of effective asynchronous learning. (Pelz, 2004) In order to establish a sense of community, one has to create an environment that would allow social integration. This can only occur if the students feel a sense of belonging, and are able to establish a rapport with other students in the class and the instructor. To establish a safe environment for participants to engage in, instructors need to set up defined course expectations at the beginning of each course, and monitor the flow and content of discussion to ensure students are on point with the course goals and objectives. Sharing responsibility for facilitation with students promotes and even warrants active learning (Palloff & Pratt, 1999). The experience is very rewarding for the students because they appreciate the opportunity to experience the instructor’s side of the distance learning equation.
Do you have to be tech savvy?
If you are not familiar with online teaching and learning, the idea of using technology may be discouraging. Technology is required for online communication, but it does not control teaching and learning. The amount of technology required for a course will vary from course to course and from instructor to instructor. Understanding of basic skills such as keyboarding and the Internet is sufficient for many online courses (Li and Akins 2005).
Will technology replace the instructor?
Willis (1993) makes the point that although technology is paving the way for online learning, the technology of distance education should remain transparent. The reality is that a live instructor is needed to plan, design, and facilitate the learning process and experience. Technology is just an enhancement to the learners’ experience.
Is online learning for everyone?
Learners need to be highly motivated and self disciplined to be successful online. It is reported that online learning has very high attrition rates. Rochester Institute of Technology reported that for more than than five years, the course withdrawal rate has been less than 5 percent. The first year attrition rate for distance students is just over 10 percent. The key to deciding whether online learning is right for any student is being clear about his/her needs.
How do I monitor student involvement?
In an online environment there is a lack of visual cues that makes it nearly impossible for instructors to monitor students’ involvement in the course. A student’s involvement in an online course can be measured by taking note of attendance. For instance, a common method of checking attendance in online asynchronous discussions is based on the duration and frequency of course access and activity.
Is online assessment difficult?
In an online setting, the role of the instructor changes to that of a facilitator and hence the function of the assessment techniques must correspond. Learning management systems such as Blackboard provide a set of tools to create online assessments, including quizzes, tests, self tests, and surveys. These tools facilitate teaching and learning in an online setting.
Is it easy for students to cheat?
The Internet has made plagiarism much easier than before, and the nature of online learning in particular has made people wonder what can be done to prevent digital plagiarism (Lathrop & Foss, 2000). However, there are options available to authenticate student work. First, online courses are password protected; students need to be registered in order to participate. Second, instructors become familiar with students’ dispositions through class discussion and assignments, so it becomes easy for an instructor to determine the originality of a student’s work. Third, there is an increasing amount of software available such as Turnitin that can be used to authenticate students’ work.
Conclusion
Online learning and teaching is challenging, but utilizing technology outside the traditional classroom can be a rewarding experience for all users.
Recommendations
- Review all assessment tools to ensure compatibility and ease of use.
- Align assessment activities with learning goals.
- Set course expectations for learners.
- Review all course materials from the learner’s perspective.
- Continuously review and fine tune course content to “ensure appropriateness of content and materials” (Coyner, and McCann, 2004).
- Encourage student participation, and teamwork.
- Utilize available technologies.
References
- Coyner, S. and McCann. (2004). Advantages And Challenges Of Teaching In An Electronic Environment: The AC. The International Journal of Instructional Media, 31(3), 223-228.
- Cravotta, N. (2003). Debunking The Distance-Learning Myth. EDN, 48(1), 61-66.
- Dublin , L. (2004). The nine myths of e-learning implementation: ensuring the real return on your e-learning investment. Industrial and Commercial Training, 36(7), 291-294.
- Gill, S. (2003). Myths and reality of e-learning. Educational Technology, January-February, 20-24.
- Lathrop, A. and Foss. (2000). Student cheating and plagiarism in the internet era: A wake up call. Englewood, Co Libraries Unlimited.
- Li, Q., and Akins, M. (2005). Sixteen myths about online teaching and learning in higher education: Don’t believe everything you hear. TechTrends, 49(4), 51-60.
- Pelz, B. (2004). (MY) Three Principles Of Effective Online Pedagogy. JALN, 8(3), 33-46.
- Price, R. (2005) A Model For Designing Web-Based Units Of Instruction. Distance Learning, 2(1), 5-8.
- Sloan Consortium. (2007). Key Practice: Academic and administrative services. Retrieved April 2, 2007, from http://www.sloan-c.org/effective/details1.asp?SS_ID=103
- Sloan Consortium. (2007). Quality Framework: Learning Effectiveness. Retrieved April 2, 2007, from http://www.sloan-c.org/effective/LearningEffectiveness.asp
- Willis, B. (1993). Distance Education: A Practical Guide. Englewood Cliffs. Educational Technology Publications, 4.
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