The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
-
Students are empowered to learn on their own and even to teach one another.
-
Erin Fontaine on 01 Jun 12Students are made accountable for their own education and are able to reflect on what they are learning. -
Heather Kurto on 30 May 13Students work together with professors to create a learning style that meets their needs. The students guide information that is important to them making the experience meaningful.
-
-
Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
-
I have seen my own students achieve better comprehension when they are able to see the information through the eyes of their peers rather than my perspective.
-
This also supports Shift 4 in ELA Common Core which calls for students to have "rich" conversations centering on a text.
-
-
When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
-
This expectation is supported by the online instructor's facilitation of discourse and intellectual leadership, identified by Jones et al. as two aspects of teaching presence.
-
- ...27 more annotations...
-
On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
-
This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
-
I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
-
-
They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
-
Bodes well for gobalization of education, especially when supported by language conversion apps.
-
Reminds me of a community of inquiry model. See Garrison, Anderson, and Archer, 2000.
-
-
thrilled
-
-
The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
-
As online learning increases at the secondary level, is it possible that responsibility for curriculum development will become an APPR bargaining issue under the Regents Reform Agenda?
-
-
the best way to teach students how to write more effectively is to have them write more often.
-
One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
-
Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
-
-
Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
-
-
Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
-
I wonder what the limit on class size is for an online course to feel "intimate."
-
-
In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
-
This is huge for online learning. Students are able to thoughtfully respond which deepens discussions.
-
-
. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
-
-
How do we make the jump and empower students to actually take on the role as a teacher?
-
-
explain, share, comment upon, critique
-
explain, share, comment upon, critique
-
unresearched responses in the limited time
-
unresearched responses
-
-
I personally have seen a big difference in my thought and contributions when given time to think, research, and craft a response to an argument.
-
There is also something to be said abou the "delete" button. Once you say something, you cannot undo it.
-
-
can refer to their course materials and think through their answers
-
I think this is a very important piece of online learning I hadn't thought about t before. When students are online they are able to actually process the information and not be afraid if they're processing skills are slower than other students.
-
-
-
The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
-
-
However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
-
On average, online courses are far more writing-intensive than traditional classes have ever been.
-
he first response that comes to mind rather than the best possible response
-
and you don't have the, "Doh! I should have said ..." as you're walking out of the classroom.
-
-
Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
-
Geared to lifelong learning
-
While I'm not a LMS hater, I do see this as a problem in the way LMSs keep a death grip on the content and learning. I'd like to develop a plugin for Balckboard that allows a student to easily "pack up" and take their work with them as they complete a course.
-
-
as a result of the relative anonymity
-
It's almost ironic that the initial anonimity can lead to deeper connections relative to F2F interactions.
-
-
online education can be done well,
-
It seems that some examples that are used to demonstrate a poor online course are often as good as a "normal" (i.e. F2F) class. Being as good as a traditional lecture class is a low bar to set.
-
-
-
-
In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
-
-
develop course materials among themselves in a manner rarely seen in the F2F classroom.
-
In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
-
-
Sorry I didn't want these to go public. These were just my notes to myself so that I could further do some research. Is there a way to remove these or make these private again. Guess I'm still testing the water.
