Bates (1995) suggests that newer
technologies are not inherently better than old ones and many of the lessons
learned from the application of older technologies will still apply to any newer
technology. Again, the instructor should be trained to take advantage of both
their experience and being able to adapt that experience to the new environment
of distance learning. The instructors must be trained “not only to use technology,
but also to shift the way in which they organize and deliver material” (Palloff
& Pratt, 2000, pg. 3).
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Unemployment Jobless Rate Jumps to 9.4 Percent; Are Older Workers Being Targeted for La... - 0 views
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As unemployment jumps to 9.4 Percent, the highest jobless rate since August 1983, more older workers believe they have been discriminated against and targeted for layoffs.
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Distance Learning: Promises, Problems, and Possibilities - 0 views
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In a 1995 study, Olenski et al., found that technicians could indirectly influence the learning environment by “orientating participants to the technology, reducing the anxiety of the participants” (including the instructor), “and by advising the instructor on instructional techniques”(pg. 3). This type of role, if viewed negatively by the instructor, can have a huge impact on the quality of the presentation, yet many times the instructor and the technicians do not meet until the initial class meeting
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The technology will undoubtedly keep improving and the price will drop, as technology is prone to do once it comes into general use. Already we see improvement in the delivery systems of compressed video and computer assisted instruction. Despite student problems with distance learning, studies indicate they are relatively satisfied with what they are receiving.
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Bates (1995) suggests that newer technologies are not inherently better than old ones and many of the lessons learned from the application of older technologies will still apply to any newer technology. Again, the instructor should be trained to take advantage of both their experience and being able to adapt that experience to the new environment of distance learning. The instructors must be trained "not only to use technology, but also to shift the way in which they organize and deliver material" (Palloff & Pratt, 2000, pg. 3).
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Cognitive Approaches to Instructional Design - 0 views
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older piece on cognitive instructional design - ideas may be transferable to present day online contexts interested in achieving real-world simulation and learning through social participation
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Social media - Wikipedia, the free encyclopedia - 0 views
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The honeycomb framework defines how social media services focus on some or all of seven functional building blocks (identity, conversations, sharing, presence, relationships, reputation, and groups).
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By applying a set of theories in the field of media research (social presence, media richness) and social processes (self-presentation, self-disclosure) Kaplan and Haenlein created a classification scheme for different social media types in their Business Horizons article published in 2010. According to Kaplan and Haenlein there are six different types of social media: collaborative projects (e.g., Wikipedia), blogs and microblogs (e.g., Twitter), content communities (e.g., YouTube), social networking sites (e.g., Facebook), virtual game worlds (e.g., World of Warcraft), and virtual social worlds (e.g. Second Life). Technologies include: blogs, picture-sharing, vlogs, wall-postings, email, instant messaging, music-sharing, crowdsourcing and voice over IP, to name a few. Many of these social media services can be integrated via social network aggregation platforms. Social media network websites include sites like Facebook, Twitter, Bebo and MySpace.
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he authors explain that each of the seven functional building blocks has important implications for how firms should engage with social media. By analyzing identity, conversations, sharing, presence, relationships, reputation, and groups, firms can monitor and understand how social media activities vary in terms of their function and impact, so as to develop a congruent social media strategy based on the appropriate balance of building blocks for their community.[2]
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one of the foundational concepts in social media has become that you cannot completely control your message through social media but rather you can simply begin to participate in the "conversation" expecting that you can achieve a significant influence in that conversation.[7]
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Several colleges have even introduced classes on best social media practices, preparing students for potential careers as digital strategists.[
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Out of this anarchy, it suddenly became clear that what was governing the infinite monkeys now inputting away on the Internet was the law of digital Darwinism, the survival of the loudest and most opinionated. Under these rules, the only way to intellectually prevail is by infinite filibustering."[34]
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social media in the form of public diplomacy creates a patina of inclusiveness that covers traditional economic interests that are structured to ensure that wealth is pumped up to the top of the economic pyramid, perpetuating the digital divide and post Marxian class conflict.
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He also speculates on the emergence of "anti-social media" used as "instruments of pure control".[36]
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Social networking now accounts for 22% of all time spent online in the US.[15] A total of 234 million people age 13 and older in the U.S. used mobile devices in December 2009.[16] Twitter processed more than one billion tweets in December 2009 and averages almost 40 million tweets per day.[16] Over 25% of U.S. internet page views occurred at one of the top social networking sites in December 2009, up from 13.8% a year before.[16] Australia has some of the highest social media usage in the world. In usage of Facebook, Australia ranks highest, with over 9 million users spending almost 9 hours per month on the site.[17][18] The number of social media users age 65 and older grew 100 percent throughout 2010, so that one in four people in that age group are now part of a social networking site.[19] As of June 2011[update] Facebook has 750 Million users.[20] Facebook tops Google for weekly traffic in the U.S.[21] Social Media has overtaken pornography as the No. 1 activity on the web.[21] iPhone applications hit 1 billion in 9 months, and Facebook added 100 million users in less than 9 months.[21] If Facebook were a country it would be the world's 3rd largest in terms of population, that's above the US. U.S. Department of Education study revealed that online students out performed those receiving face-to-face instruction.[21] YouTube is the 2nd largest search engine in the world.[21] In four minutes and 26 seconds 100+ hours of video will be uploaded to YouTube.[21] 1 out of 8 couples married in the U.S. last year met via social media.[21] 1 in 6 higher education students are enrolled in online curriculum.[21]
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BBC NEWS | Health | Internet use 'good for the brain' - 0 views
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A University of California Los Angeles team found searching the web stimulated centres in the brain that controlled decision-making and complex reasoning
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"Internet searching engages complicated brain activity, which may help exercise and improve brain function."
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The researchers said that, compared to simple reading, the internet's wealth of choices required people to make decisions about what to click on in order to get the relevant informat
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"A simple, everyday task like searching the web appears to enhance brain circuitry in older adults, demonstrating that our brains are sensitive and can continue to learn as we grow older."
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TechTiger's Weblog - 0 views
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"Uncanny" may be a feeling that most of the parents of students in my online course may be feeling as they support their child in taking an online class. - ...5 more comments...
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Some of the students in my online course may identify with the character TechTiger. Being part of the millennial generation, they may feel misunderstood by their parents and teachers.
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According to Michael Wesch, 112.8 million blogs have been created over the last five years. Anyone could be a published writer!
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Click on Kanying's name. We are familiar with blogs and journaling, however it is amazing to see a blog that is written in a different language. It is even more amazing to think about the 112.8 million blogs that are created and how many of them are in foreign languages. If we were cultural anthropologists, what could we learn from viewing these diverse digital journals?
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This is a common misconception for parents. They think that because their child is working on a computer it is unconstructive. In some ways their theory is true, especially if their child is not taught how to constructively use the computer as a learning tool. How do we instill in our children and students that the computer is a powerful learning tool?
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These are just a few things students could do using a web blog. What if they were instructed on how to use this technology based environment in an educational setting? The child's learning possibilities would soar.
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Parents, teachers, and administrators need to be instructed on how to create meaningful learning activities using new technology such as the computer. Students are longing for this kind of authentic and meaningful learning. What is the purpose of school if students are not presented with critical thinking and problem solving activities that bring them to a higher level of thinking and learning?
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The resource I would like to add for the MERLOT project is actually a resource that I submitted to MERLOT back in April. The resource is a blog/power point presentation that is designed to be a resource for parents. The information in this power point presentation comes from Victoria Carrington's article "The Uncanny: Digital Texts and Literacy". The power point presentation is designed in an easy to read story book format which tells of a modern day child named "TechTiger" who changes the perspective of his parents, teachers, and other in the older "uncanny" generation due to his media literacy and experiences with contemporary culture. I will incorporate this resource into my online course by adding it to my parent corner. Since my Life Cycle course is intended for a third grade audience, I have designed an area for parents so that they are aware of what their child is learning in this course as well as ways they could enrich their child outside of my course on topics they are learning. Some parents who have their child enrolled in my online course may be "uncanny" to media literacy and have some of the concerns that are addressed in the resource TechTiger's Space. The resource TechTiger's Space may put into perspective some parent's fears with technology as well as the added benefits to put their minds at ease and support their child's online learning experience.
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Flash Tip: Alternate Website for Non-Flash Users - 0 views
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While designing a website in Flash, it's easy to assume that your viewers will not have some version of the Macromedia Flash player. However, you may find that a large percentage of your users either have an older version of the Flash player or none at all. For these users, it's helpful to have a non-Flash version of your website available.
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Teaching as a subversive activity - 0 views
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Mike, thought you would like this reference as you work through your course. Older book but still thought provoking.
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Unshielded Colliders: Poverty and Education - 0 views
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For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency.
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or example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficienc
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For example, Mel Riddile points out that when one conditions on various measures of poverty, instead of trailing other nations, the U.S. actually comes out on top! He concludes that "when it comes to school improvement, it's poverty not stupid." Poverty causes educational deficiency. Now, I like to actually have data to play around with, in part because people have been known to lie about politically charged issues and in part because I like to have nice graphs (which are not provided by Riddile). Anyway, it turns out that international poverty data is pretty hard to come by and fraught with interpretational difficulties. On the other hand, the National Assessment of Educational Progress provides test data for most of the states in the U.S., and the U.S. Census Bureau provides data on the percentage of people in poverty by state. I took the NAEP data for 8th grade science achievement and regressed on the percentage of people below the poverty line for the measured states. The two are negatively associated: as poverty increases, science achievement scores decrease according to the relationship in the plot below. (Alaska, Kansas, Nebraska, and Vermont did not meet NAEP reporting guidelines and are not included in the plot above.) The association is highly significant (p=9.98*10-6). I also took pilot NAEP data for 8th grade mathematics achievement and regressed on the percentage of people below the poverty line for the measured states. (Evidently, the NAEP has only just started testing for mathematics achievement, and only eleven states were included in their pilot.) Again, the two are negatively associated. The slope of the relation turns out to be almost exactly the same as for science achievement. The association is not as significant, but it is still significant (p=0.0186). (My guess is the association is less significant in this case because fewer states were measured.) Clearly there is an association between poverty and achievement in science and mathem
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The Dove® Campaign for Real Beauty - 0 views
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In 2011, Dove® released the findings of its largest global study to date on women’s relationship with beauty—The Real Truth About Beauty: Revisited. The study revealed that only 4% of women around the world consider themselves beautiful, and that anxiety about looks begins at an early age. In a study of over 1,200 10-to-17-year-olds, a majority of girls, 72%, said they felt tremendous pressure to be beautiful. The study also found that only 11% of girls around the world feel comfortable using the word beautiful to describe their looks, showing that there is a universal increase in beauty pressure and a decrease in girls' confidence as they grow older. Though Dove® efforts have moved the needle in a positive direction, there is more to be done
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Media Use Statistics Resources on m... - 0 views
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ne out of ten 13- to 17-year-olds have used some form of social media
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68% of all teens say Facebook is their main social networking site
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51% visit social networking sites daily
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34% of teens visit their main social networking site several times a day
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23% of teens is a “heavy” social media user, meaning they use at least two different types of social media each and every day
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A new study finds that 20 percent of third grade students have cell phones and 90 percent of them are online, while 83 percent of children in middle school have one.
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63% of all teens say they exchange text messages every day with people in their lives, including their parents
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Half (52 percent) of all zero- to 8-year-olds have access to a new mobile device such as a smart phone, video iPod, or iPad/tablet
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Fully 95 percent of all teens ages 12-17 are now online, and 80 percent of online teens are users of social media sites. Teens of all ages and backgrounds are witnessing these mean behaviors online and are reacting in a variety of ways:
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Ninety percent of teen social media users say they have ignored the mean behavior they have witnessed on a social network site. Eighty percent say they have personally defended a victim of meanness and cruelty. Seventy-nine percent say they have told someone to stop their mean behavior on a social network site. Twenty-one percent say they have personally joined in on the harassment of others on a social network site. Source
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Nearly 90% of older teens (aged 14-17) have a cell phone, while just under 60% of 12- to 13-year-olds have a cell phone
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More than a third (38 percent) of children this age have used one of these devices, including 10 percent of zero-to 1-year-olds, 39 percent of 2- to 4-year-olds, and more than half (52 percent) of 5- to 8-year-olds.
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In a typical day, one in 10 zero- to 8-year-olds uses a smart phone, video iPod, iPad, or similar device to play games, watch videos, or use other apps. Those who do such activities spend an average of 43 minutes a day doing so
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Sixty-five percent of high school students use cell phones in school.
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One-quarter of text messages sent by teens are sent during class.
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Future Shock. Too much change in a too short period of time - FT Careers Blog - 0 views
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Subjectively, we feel this acceleration of time, we grew up in a slower paced world and it was easier for us to adapt to change. Today we are bombarded with information, products, events and it’s sometimes hard to keep up. It may be easier for some, harder for others
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"You can't teach an old dog new tricks?" I don't know that I've ever fully believed that. I think its more along the lines of old dogs don't necessarily want to learn new tricks.
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Think about the news, communications and mass media. Since the internet became mainstream the way information is shared has changed radically. News one day old is already OLD. News is being produced in real time; worldwide communications are in real time too. Even more, there is more news everywhere. And it’s not that some years ago nothing happened. It’s that it’s become easier to broadcast them, allowing us to dramatically increase the information that can be distributed to the world.
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Prior to the world being so "wired", most people didn't even know who the pope was.
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The younger generations have a less daunting task, mainly because they were raised in this wired/online world. They are accustomed to it.
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I feel like as a 30 year old, I fall between the older generations and younger ones. There was no computer at my mother's house until my senior year of high school and I didnt have a cell phone until my third year in college.
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Thirty-two Trends Affecting Distance Education: An Informed Foundation for Strategic Pl... - 1 views
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As universities shift toward competency and institutions cater more closely to learners’ specific needs, the distinctions between high school, undergraduate college, and graduate programs will dissolve. “Incentives will be given to students and institutions to move students through at a faster rate [and] the home school movement will lead to a home-college movement” (Dunn, 2000, p. 37). As leaders in the effort to cater to learners’ needs, distance education programs may be a dominant influence in this trend.
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Accreditation and program approval will be based more on educational outcomes. Testing programs will be put in place by discipline organizations, federal and state governments, corporations, and testing companies. Large corporations will develop their own approval systems. By 2025, there will not be one national accreditation system, although the U.S. Department of Education will provide a basic safety net for quality. (p. 37; see also Pond, 2003) Distance educators must plan to accommodate this emphasis on accountability if they are to maintain accreditation and meet consumer demands.
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Much of distance education programs’ success or failure can be attributed to how it is organized.
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the academically decentralized/administratively centralized model
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Changes in the institutional landscape may magnify competition among educational providers and allow new models and leaders to emerge.
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Knowledge proliferation may increase content-breadth demands on higher education, spreading distance education resources ever thinner and complicating development decisions.
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An NEA survey reported that faculty members’ top concern about distance education was that they will do more work for the same amount of pay, apparently a merited concern.
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As long as distance education contributions are not considered in tenure and promotion decisions, and as long as professors have their own, traditional ways of delivering their courses, many faculty members will be reluctant to participate in online courses (Oravec, 2003). Concerning this reluctance, Dunn has predicted that many faculty members will revolt against technological course delivery and the emerging expectations their institutions will have of faculty members. Dunn forecast that some of the resistance will even be manifest through unionization and strikes (Dunn, 2000). Some have suggested the labor-intensive and time-consuming demands required to develop online modules as reasons for faculty resistance (Brogden, 2002).
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The results of de Alva’s 2000 survey support this trend: governors rated “maintaining traditional faculty roles and tenure” as the least desirable characteristic of a twenty-first century university (p. 34).
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Faculty members tend initially to try to use their conventional classroom methods to teach at a distance and then become frustrated when attempts are unsuccessful (Dasher-Alston & Patton, p. 14). In Green’s (2002) survey of the role
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Distance education teams include administrators, instructional designers, technologists, and instructors/facilitators (Miller, 2001; Williams, 2003). The functions of instructors and facilitators then include being a “facilitator, teacher, organizer, grader, mentor, role model, counselor, coach, supervisor, problem solver, and liaison” (Riffee, 2003, p. 1; see also Roberson, 2002; Scagnoli, 2001). The role of faculty members in distance education requires “some specialized skills and strategies. Distance education instructors must plan ahead, be highly organized, and communicate with learners in new ways. They need to be accessible to students [and] work in teams when appropriate” (PSU, 1998, p. 4). Distance faculty members must be experts in maintaining communication, because there is increased demand for student interaction in distance learning (NEA, 2000). Finally, they may have to assume more administrative responsibilities than is true in a residential model (PSU, 1998).
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“Rather than incorporating the responsibility for all technology- and competency-based functions into a single concept of ‘faculty member,’ universities are disaggregating faculty instructional activities and [assigning] them to distinct professionals” (Paulson, 2002, p. 124). Doing this involves a “deliberate division of labor among the faculty, creating new kinds of instructional staff, or deploying nontenure-track instructional staff (such as adjunct faculty, graduate teaching assistants, or undergraduate assistants) in new ways” (Paulson, 2002, p. 126
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Online students are becoming an entirely new subpopulation of higher-education learners. They are “generally older, have completed more college credit hours and more degree programs, and have a higher all-college GPA than their traditional counterparts” (Diaz, 2002, pp. 1-2). For example, Diaz has noted that online students received twice as many A’s as traditional students and half as many D’s and F’s.
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One result of the highly competitive e-learning market will be institutions that specialize in meeting particular niches in the market (Gallagher, 2003). Morrison and Barone (2003, p. 4) observed, “We can see the beginnings of the trend toward the unbundling of courses, credits, services, and fee structures.” Dunn foresaw a similar trend, predicting that “courseware producers will sell courses and award credits directly to the end user and thus, through intermediation, bypass the institutional middleman” (Dunn, 2000, p. 37). The transition may also blur the distinction between two- and four-year colleges and universities (Carr, 1999). In this context of greater “portability,” more educational “brokers” (e.g., Western Governor’s University, Excelsior College, Charter Oak State College, etc.) will exist (Pond, 2003). Further, as de Alva has asserted, “Institutional success for any higher education enterprise will depend more on successful marketing, solid quality-assurance and control systems, and effective use of the new media than on production and communication of knowledge” (de Alva, 2000, p. 40).
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Trends that affect distance education. The part that shows how different online students are now is very interesting.
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Notes to Self - The evolution of understanding - 0 views
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As the days go on, I realize that my understanding of what it takes to be a successful online learner and teacher is changing.
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I find that I am quickly falling back into old (and excellent) habits of being a student. While it’s overwhelming, I do love it. I’ve also observed that since the last time I was a student, much has changed. Yes, in terms of technology and pedagogy, but I’m referring to me personally. I’m a little older, a little wiser, much more settled in terms of my personal life and career, and overall just a much happier person than I was 7 years ago.
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What is Word Wrap? Webopedia - 1 views
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hen you fill one line with text, the word processor automatically jumps to the next line so that you are not required to keep track of line lengths and to press the Return key after each line
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This is probably mentioned in contrast with older word processors or perhaps type writers when one had to be aware of when the line was ending.
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The Technology Source Archives - Online Drop Rates Revisited - 0 views
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severe drop rates and attrition in online classes
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higher
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Online students are generally older
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GPA
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successful online students exhibited a higher average GPA prior to enrollment in the online course (avg. GPA = 3.02) than unsuccessful students (avg. GPA = 2.25).
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Learning styles
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then teachers should consider altering their instructional methods as one means of preventing drops
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Successful students' independent styles of learning were significantly, negatively related (p < .01) to their collaborative and dependent learning styles. That is, their preference for independence was not tied to needs for external structure and guidance from their teacher or a need to collaborate with their classmates.
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comparison of online and f2f drop rates, use search keywords "David P. Diaz", or "Online Drop Rates Revisited"
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shared by Joan Erickson on 03 Jun 10
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Banning Student Containers ny Alan November - 0 views
novemberlearning.com/...banning-student-containers
web2.0 banning november online teaching education
shared by Joan Erickson on 03 Jun 10
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He cannot post the official notes that day so those who subscribe to his teacher’s math blog via an RSS feed can read what’s going on in his class. His assignments do not automatically turn into communities of discussion where students help each other at any time of the day. His school has successfully blocked the cool containers Dan uses at home from “contaminating” any rigorous academic content. It is an irony that in too many schools, educators label these effective learning tools as hindrances to teaching
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If we could get past our fear of the unknown and embrace the very tools we are blocking (which are also essential tools for the global economy) then we could build much more motivating and rigorous learning environments. We also have an opportunity to teach the ethics and the social responsibility that accompany the use of such powerful tools. For example, many students do not realize that once something is on the Internet it has the potential to follow them for the rest of their lives.
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The World is Flat by Thomas Friedman
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I find Alan November's message interesting. My students are not much older than his son. This is how they learn?!
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STUDENT SELF-EVALUATION: WHAT RESEARCH SAYS AND WHAT PRACTICE SHOWS - 1 views
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Self-evaluation is defined as students judging the quality of their work, based on evidence and explicit criteria, for the purpose of doing better work in the future.
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enhanced self-efficacy and increased intrinsic motivation
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Do students self-evaluate fairly? Many teachers, parents, and students believe that if students have a chance to mark their own work they will take advantage, giving themselves higher scores regardless of the quality of their performance. We have found that students, especially older ones, may do this if left to their own devices. But, when students are taught systematic self-evaluation procedures, the accuracy of their judgment improves. Contrary to the beliefs of many students, parents, and teachers, students' propensity to inflate grades decreases when teachers share assessment responsibility and control (Ross, et al., 2000). When students participate in the identification of the criteria that will be used to judge classroom production and use these criteria to judge their work, they get a better understanding of what is expected. The result is the gap between their judgments and the teacher's is reduced. And, by focusing on evidence, discrepancies between teacher and self-evaluation can be negotiated in a productive way.
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E. Is simply requiring self-evaluation enough, or do students have to be taught how to evaluate their work accurately? Students harbor misconceptions about the self-evaluation process (e.g., the role that evidence plays). As a result, self-evaluation is unlikely to have a positive impact on achievement if these misconceptions are not addressed by teaching students how to evaluate their work. Simply requiring self-evaluation is unlikely to have an effect on achievement. Students have to be taught how to evaluate their work accurately and need time to develop the appropriate skills.
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this is the important part...to really get the full benefits, we have to teach students the process and make them part of the process
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G. What is the greatest challenge for teachers incorporating self-evaluation into their assessment repertoires? One of the greatest challenges for teachers is the recalibration of power that occurs when assessment decisions are shared. Data collected in one of our projects (Ross et al., 1998a) suggested that teachers found it difficult to share control of evaluation decision-making, a responsibility at the core of the teacher's authority. Such difficulty may be due to the fact that teaching students to be self-evaluators involves the implementation of fundamental changes in the relationship between teachers and students in the classroom. Changing root beliefs, behaviors and relationships is difficult and takes time. Accordingly, another challenge is time. Teachers need considerable time to work out how to accommodate an innovation that involves sharing control of a core teacher function with their existing beliefs about teacher and learner roles. As well, students need time to understand what self-evaluation is and how it relates to their learning, in addition to learning how to do it.
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STAGE 1- Involve students in defining the criteria that will be used to judge their performance
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STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
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STAGE 1- Involve students in defining the criteria that will be used to judge their performance.
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STAGE 2- Teach students how to apply the criteria to their own work.
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Transformation via Online Learning - 4 views
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original target audience,
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Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population. Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64. Reference Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities. (Previously bookmarked in Diigo)
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adult online students
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I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom. The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience. Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow (Bookmarked in Diigo)
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students who attend fully online
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Are these students that solely attend online classes? Do they attend classes on campus as well?
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traditional and non-traditional students i
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This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
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The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious. I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.
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If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
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in my experience this "undergrad" or age variable is not significant. : )
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I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age.
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Jun 12th, 2014
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Aug17
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Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
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I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
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Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/