Assignment 2 - The Impact of Technology on Online Learning

The fact that we are engaged in an online educational endeavor sponsored by a traditional brick and mortar higher education institution is indicative of the acceptance and promotion of this mode of education in today’s colleges and universities. Because this course is given at an accredited university, it helps to diffuse the argument that Internet-based courses are merely the product of so called diploma mills. However, it should be noted that the debate relative to the efficacy of this mode of instruction continues in earnest. In “Ten Ways Online Education Matches, or Surpasses Face-to Face Learning", Mark Kassop, who has taught many online sociology courses at Bergen Community College and Thomas Edison State College, asserts that “there are many ways that online courses may actually surpass traditional F2F classes in quality and rigor.”

In this article, Kassop lists ten ways that he believes that online education excels. Much of what he states is certainly true about online instruction. However, it is my opinion that some of the citations made in support of virtual classrooms are also true in F2F classes and in some become a cause for concern. He mentions the positive impact of online discussion groups, a major component found in many online classes, focusing on the fact that students have a greater opportunity to “explain, share, comment upon, critique, and develop course materials among themselves.” How is a distinction made between student opinion and fact? In a traditional environment, the instructor can immediately step in to challenge the veracity of a statement. Is there a need to steer discussion in order to keep it relevant to the topic at hand? What is the instructor’s role in this process?

Also noted was the copious amount of writing required in online learning. The point being that one of the best ways to improve student writing ability is the act of writing itself. Perhaps because I majored in English composition, my traditional coursework included a plethora of papers. I wonder how often student submissions to discussion boards and blogs are reviewed for grammar and structure. This is no different than any course. The problem often occurs when only the content is reviewed. In online courses, is there a temptation to include abbreviations commonly associated with text messaging in discussion group postings, blogs or other written assignments? Is the use of emoticons acceptable?

To me what is undeniably true about online courses is the increased amount of participation of class members. It is not always the same handful of students who respond to questions posed by the instructor in the traditional classroom. As Kassop states, “the relative ‘anonymity’ of online discussion helps create a level playing field.” It allows for insight and points of view that might not of been shared in a F2F environment.

In addition to the anonymity afforded in online classes, the other major advantage of online instruction is its flexible nature. Because learning is not necessarily relegated to a specific time and place, many more individuals have access to education. People who might other wise be precluded from educational opportunities due to family or work obligations can now take classes. Instruction is available virtually twenty-four hours a day. No longer is there a requirement for building in which to hold a class. Students in a particular course may live in different parts of the country, or the world. The accessibility of online classes is a unique quality that cannot be matched in the traditional educational environment.

The article also posits that “The online environment fosters self-motivated education.” This may be true, but I firmly believe that F2F education can accomplish the same thing. As long as instructors provide resources, links, etc. to their students as part of a syllabus or as handouts during class, the self-motivated student will take advantage of this information. In fact, my position is that a truly self-motivated person will embark on the path of discovery regardless of the manner of instruction. However, it is easier to provide links to information to students enrolled in an online course and they can take use them immediately since they are already online.

Online coursework provides learning opportunities for many that for a variety of reasons were not able to pursue higher education or life-long learning. Despite its many positive attributes, it is not a substitute for F2F learning. It is, however, an extremely beneficial enhancement to contemporary education. Online education is now a permanent part of our educational system. Its future appears bright and full of possibilities.

So You Think You Know Me

To many, my quiet disposition makes me seem very enigmatic. But those who know me can tell you this: I have a very sarcastic sense of humor, I am a quick study and I believe very strongly in friendship.

Why Design and Instruction of Online Courses

My interest in Instructional Design and Design and Instruction of Online Courses in particular was generated by my desire to open new avenues of future employment and to receive formal training in many of the functions I performed in past jobs and in my current job as well. My training skills are based on intuitive decsions and at times from grasping at various straws of inspiration and direction. Recently, I trained several geographically disperesed clients using electronic media. I found it very useful and potentially extremely powerful. I want to learn more about designing online courses so that I will be a more effective instructor and designer.