| Comparing online learning to Traditional Brick and mortar learning
I am in a unique position as far as education is concerned......I have taught in both a traditional classroom at both middle school and high school level, as well as teaching online at both levels. Therefore, I think I am in a good position to speak on the matter of both teaching in both venues and my perspectives on student learning in both venues.
First, I will discuss my perspectives on teaching in both venues. I began my career in education in the early 90's evidently teaching in a classroom first in middle school, then later at the high school level for roughly 14 years. Then I went into administration and realized that was not for me, therefore, I went into teach online for roughly 5-6 years (at both levels HS & MS) and now back to teaching in a classroom for the last two years. Teaching online I felt had many luxuries that we do not have while teaching in a classroom. First your schedule is much more flexible and you are able to teach from the comforts of your own home. Therefore, such things as using the restroom when you want was definitely nice, as was being able to walk the dog during the day and make yourself lunch or a snack from the comforts of your own home. Second, teaching online gave me the flexibility to set class elluminate sessions or class time when direct teaching is taking place via online. For example, here is a possibly weekly schedule for an online teacher (each online organization may have different requirements though for the number of hours teaching online);
So, with the reduced number of classroom hours, more time could be spent planning for class, grading, and mastering the technologies at hand. The schedule does not compare to my current schedule of teaching 1st period everyday, then 2nd period prep, and then teaching 3rd through 7th period, with a lunch break between 3rd and 4th periods. The last advantage I have really noticed as an educator, especially with the current weather situation, is that we were able to conduct school at any time.
I think in order to really address some of the advantages and disadvantages of online learning the following table was created while writing my dissertation on "Secondary Teachers Perceptions of Online Learning," conducted in the state of Washington:
Hence, as an educator online learning is ideal for the self-motivated student that may for some reason not thrive in a traditional brick-and-mortar setting. In addition, it surely accommodates those students with. Next, I also felt that many of these students were forced to become more tech saavy, especially in our world now that is becoming much more reliant on technology. Lastly, one of the most apparent advantage of teaching online is the virtual absence of the classroom management piece that a teacher in a classroom experiences on a daily basis. This also reduces the amount of stress an online teacher feels, when they have the convenience to take a students shat privileges away if a student is disruptive in an online classroom.
From the Perspective of A Classroom Teacher
Just looking at this picture it reminds me that this is why I did get into teaching, the face-to-face relationships that are so crucial in teaching, and that was absent when teaching online. I think the quality of the face-to-face interaction, looking into students' eyes, watching the body language, and just the overall ability to pick up on if learning is taking places is much more apparent in the presence of one's students. In addition, more and more classrooms are able to incorporate the technology piece in the classroom necessary to give students different modes of learning that enriches their educational experience. In a week it is not uncommon for us to read a novel together, then use our ipads to research a topic or complete a reading comprehension or phonics exercise. In addition, we could watch a film or youtube video on the Lewis & Clark expedition. Overall, I just think when a class is together so much more can be accomplished when relationships are being built and a teacher has the freedom to use different learning modalities geared at improving student learning.
As a classroom teacher though one has to wonder or ask yourself, "Don't you miss that freedom experienced as an online educator and more down time to set one's schedule?" My answer to that is "Sure," however, the relationships I have built returning to the classroom are far richer than those that I developed in the online world. This includes not just working with the kids, but having the ability to team-teach with my teaching partner that I team-teach with now. This has been a truly energizing part of teaching experience is sharing this journey with someone who is on the same page with me! So, although I deal with the classroom management piece again, it has been a smooth transition and also refreshing to work with a Principal that I truly respect and like working for! |
Monday, January 16, 2017
Sunday, June 19, 2016
Online Learning at the secondary and post secondary level
June 19,2016
As a recent doctoral recipient form Creighton University it is probably time to begin writing. In this case I am going to write about my area of expertise, online learning. I will be referring to an article by Mary Bart entitled, Steps for Creating and Growing Your Online Program (http://www.facultyfocus.com/articles/online-education/growing-successful-online-programs-at-a-small-school-2/). Bart (2016) describes the five important steps for growing your online program, with specific focus on the growth of Abilene Christian University (ACU)that decided to increase enrollment by creating an online program to reach non-traditional students. In the article Bart focused on five specific areas, that i to have addressed when writing my dissertation on, Secondary Teachers' Perceptions of Online Learning (2015). So, I encourage the reader to read her article and then read my take on each of these areas that does not have a specific focus on post-secondary (post-high school), but will also look at researcher at the secondary level (K-12).
1. Define your purpose for having an online program-At the secondary level online learning is becoming more attractive especially to those non-traditional students. According to Dew (2012) the following groups have especially emerged; (a) Adults-that have busy schedules and lean towards getting further education geared towards career advancement. Second (b) International Student enrollment has greatly increased seeking educational opportunities outside of their homeland's. Last, (c) Military Personnel, pursuing further education during and after active duty. An example of a successful post-secondary program, is the Internet Based masters in Educational Technology (iMet) program at the University of Northern Illinois. that started an online program in 2000 and of the 226 students that enrolled between 2000-2009, 93% completed all of the coursework without interruption (Cowan, 2012). This program focused on just adults living in the area that could attend classes face-to-face 25% of the time and the other 75% of the coursework could be done online. In addition, 75% of those seeking new employment were successful in finding new positions (Cowan, 2012). In conclusion, in this case it is not only understanding the purpose of the online program, but following through on keeping finding strategies on retaining students and helping them after completion of the program. In fact, many of the iMet students return to teach classes and help with the introduction part when new students arrive and attend the 4 day retreat before they start the program (they do this to address any questions or concerns new students have).
At the secondary level, the following programs varied with their purpose of starting their own online programs, however, they were unique as compared to the post secondary programs;
Washington Academy of Arts and Technology reached out to the local Hutterite population outside of Spokane that traditional had their children attend school until only the 8th grade so they could help working on their family's farm (McLester, 2011). However, by attending online courses these Hutterite children were learning not only basic skills needed after 8th grade, but, the use of technology that further helped their family in an ever-changing world where technology was becoming more relevant in agriculture. On the other hand, the Boulder Universal Online School District was losing 150 students or more annually (McLester, 2011), therefore, the focus shifted on addressing those deficits that these students had by developing an online programs that would help students get back on track to graduate.
Assign an administrative leader-I think this can be a lot easier said than done, meaning, in the infant stages of online learning, at least at the secondary level, many administrators were hired with little or no online learning experience. If they did have experience it was probably because they had taken an online course and had not taught one. Therefore, there can be a real gap in understanding between teacher and administrator when developing and executing a successful online program. This is also the case in the traditional classroom, a teacher can feel more comfortable taking advice and constructive criticism from "one" who has taught for many years vs. "one" who has no teaching experience. This is also the case in online learning!
Additionally at the post-secondary level, according to Allen et al (2012) administration and fculty were miles apart on their perceptions of online learning. For example, 80% of administrators looked at online learning with more excitement than fear, while faculty members only 42% perceived online learning with more excitement than fear. Even more telling, was that 38% of faculty members agreed or strongly agreed that online learning can be as effective as in-person instruction as compared to 83% of administrators who agreed or strongly agreed online learning could be as effective as face-to-face (FTF) instruction. Clearly a gap between those that teach the courses and administration!
Create faculty buy-in- This again can very difficult for an administrator with little experience and understanding of online learning. However through my research the following advantages of online learning were most notable by those who were surveyed at the secondary level (Brown, 2015);
In addition, secondary staff members surveyed responded that the following strategies were necessary for creating a successful online learning program (Brown, 2015);
As a recent doctoral recipient form Creighton University it is probably time to begin writing. In this case I am going to write about my area of expertise, online learning. I will be referring to an article by Mary Bart entitled, Steps for Creating and Growing Your Online Program (http://www.facultyfocus.com/articles/online-education/growing-successful-online-programs-at-a-small-school-2/). Bart (2016) describes the five important steps for growing your online program, with specific focus on the growth of Abilene Christian University (ACU)that decided to increase enrollment by creating an online program to reach non-traditional students. In the article Bart focused on five specific areas, that i to have addressed when writing my dissertation on, Secondary Teachers' Perceptions of Online Learning (2015). So, I encourage the reader to read her article and then read my take on each of these areas that does not have a specific focus on post-secondary (post-high school), but will also look at researcher at the secondary level (K-12).
1. Define your purpose for having an online program-At the secondary level online learning is becoming more attractive especially to those non-traditional students. According to Dew (2012) the following groups have especially emerged; (a) Adults-that have busy schedules and lean towards getting further education geared towards career advancement. Second (b) International Student enrollment has greatly increased seeking educational opportunities outside of their homeland's. Last, (c) Military Personnel, pursuing further education during and after active duty. An example of a successful post-secondary program, is the Internet Based masters in Educational Technology (iMet) program at the University of Northern Illinois. that started an online program in 2000 and of the 226 students that enrolled between 2000-2009, 93% completed all of the coursework without interruption (Cowan, 2012). This program focused on just adults living in the area that could attend classes face-to-face 25% of the time and the other 75% of the coursework could be done online. In addition, 75% of those seeking new employment were successful in finding new positions (Cowan, 2012). In conclusion, in this case it is not only understanding the purpose of the online program, but following through on keeping finding strategies on retaining students and helping them after completion of the program. In fact, many of the iMet students return to teach classes and help with the introduction part when new students arrive and attend the 4 day retreat before they start the program (they do this to address any questions or concerns new students have).
At the secondary level, the following programs varied with their purpose of starting their own online programs, however, they were unique as compared to the post secondary programs;
Washington Academy of Arts and Technology reached out to the local Hutterite population outside of Spokane that traditional had their children attend school until only the 8th grade so they could help working on their family's farm (McLester, 2011). However, by attending online courses these Hutterite children were learning not only basic skills needed after 8th grade, but, the use of technology that further helped their family in an ever-changing world where technology was becoming more relevant in agriculture. On the other hand, the Boulder Universal Online School District was losing 150 students or more annually (McLester, 2011), therefore, the focus shifted on addressing those deficits that these students had by developing an online programs that would help students get back on track to graduate.
Assign an administrative leader-I think this can be a lot easier said than done, meaning, in the infant stages of online learning, at least at the secondary level, many administrators were hired with little or no online learning experience. If they did have experience it was probably because they had taken an online course and had not taught one. Therefore, there can be a real gap in understanding between teacher and administrator when developing and executing a successful online program. This is also the case in the traditional classroom, a teacher can feel more comfortable taking advice and constructive criticism from "one" who has taught for many years vs. "one" who has no teaching experience. This is also the case in online learning!
Additionally at the post-secondary level, according to Allen et al (2012) administration and fculty were miles apart on their perceptions of online learning. For example, 80% of administrators looked at online learning with more excitement than fear, while faculty members only 42% perceived online learning with more excitement than fear. Even more telling, was that 38% of faculty members agreed or strongly agreed that online learning can be as effective as in-person instruction as compared to 83% of administrators who agreed or strongly agreed online learning could be as effective as face-to-face (FTF) instruction. Clearly a gap between those that teach the courses and administration!
Create faculty buy-in- This again can very difficult for an administrator with little experience and understanding of online learning. However through my research the following advantages of online learning were most notable by those who were surveyed at the secondary level (Brown, 2015);
Top Six Advantages of
Online Learning
|
Advantages category
|
# of responses
|
|
Students
are able to move at their own pace
|
69
|
|
Flexibility
|
48
|
|
Ideal
for students that are highly motivated
|
43
|
|
Technology or need to be tech savvy
|
25
|
|
Ideal for student who do not do well in
a traditional classroom
|
24
|
|
Ability
to accommodate students
|
22
|
In addition, secondary staff members surveyed responded that the following strategies were necessary for creating a successful online learning program (Brown, 2015);
Top 10 Strategies or
Tools to Make a Successful Online Program
|
Tools or strategies
|
# of responses
|
|
Have
to become tech savvy/easy navigation
|
49
|
|
Video
live chats/discussion threads/recorded sessions
|
48
|
|
1on1
teacher communication
|
47
|
|
collaboration
opportunities
|
30
|
|
Organized
content
|
26
|
|
Not
sure
|
20
|
|
Hybrid
classroom
|
19
|
|
Self-motivation
skills
|
18
|
|
Pace
and flexibility
|
14
|
|
Communication
amongst all parties
It should be noted that 20 were not sure, which could be for a variety of reasons, but primarily probably due to the lack of knowledge of how online learning operates.
Build online student support services-This varies depending on the level of students being taught. However, one crucial aspect of online learning is the ability of the online learning institution to create a sense of community. At Northern Illinois and even at Creighton University's (doctoral in educational leadership) the use of cohort groups to create a sense of community is a common strategy for giving students a sense of belonging. At the secondary level, events throughout the year can bring students together that otherwise do not have FTF contact with their classmates. Possibly meeting at different places throughout the state where students live for bowling or other festivities that bring students together. In addition, and probably most importantly, online programs should have knowledgeable counselors and/or staff to address issues and provide support to the students that they serve,
Consider outsourcing-This is a must, let the professionals take care of the technology part of the online program and provide the necessary training needed to operate the program. This should include 24/7 tech support and have a Learning management System (LMS) that is user-friendly to all parties involved and a Student Information System (SIS) that is informative and includes all the information needed to communicate with students and their family's. Although this may be costly it is estimated that when it a district develops their own online program it takes up to 18 months and requires a wide range of professional development on content, design, technology, and instruction (INACOL, 2010: pros and cons).
Just a few things to thing about and it was good to get back at it and think about these things again:)
References
Allen, I. E.,
Seaman, J., Leaderman, D., & Jaschik, S. (2012). Conflicted:
Faculty and online educations, 2012. Babson Survey Research Group.
Bart, M. 2016. Steps for creating and growing your online program. http://www.facultyfocus.com/articles/online-education/growing-successful-online-programs-at-a-small-school-2.
Brown, C. 2015. Secondary teachers'perceptions of online learning. Creighton University
Cowan, J. E.
(2012). Strategies for developing a community of practice: Nine years of
lessons learned in a hybrid technology education master's program. TechTrends,
56(1),
12-18.
Dew, J. R.
(2012). The future of american higher education. World Future Review,
7-13.
iNACOL.
(2010, July 21). Pros & cons.
Retrieved from http://www.onlineprogramhowto.org/curriculum/make-or-buy/pros-cons/
McLester, S.
(2011). Building a blended learning program. Retrieved from District
Administration website: http://www.DistrictAdministration.com
|
10
|
Thursday, December 10, 2015
Week 8 Post
Week 8 Final Blog Post
Initially
“my” introduction into this course was Friedman’s book; The World is Flat, that I read last summer because I was going to
take this course during the summer.
Friedman’s book made it clear that “It was the beginning of the end,”
for the way things used to be due to technological advances and countries
outside our borders becoming more competitive both technologically and
economically. According to Freidman (2007)
with the use of computers, e-mail, fiber-optic networks, teleconferencing, and
new dynamic software, people can collaborate and/or compete in every corner of
the world on more equal footing than any time in the history of the world (p. 8). Clearly then there is a sense of urgency for
innovators, leaders, educators, politicians, students, corporations, etc…Reality
then is we have to face the harsh reality that our superiority is being
challenged. This global competition is
perceived by a Chinese official when describing the relationship with the
United States, “First we were afraid of the wolf, then we wanted to dance with
the wolf, and now we want to be the wolf (Friedman, 2007 p. 404). Furthermore, Friedman’s advice to his girls
is simple, “Girls when I was growing up, my parents used to say to me, ‘Tom
finish your dinner-people in China and India are starving.’ My advice to you
is: Girls, finish your homework-people in China and India are starving for your
jobs (p. 279).” Friedman, not only
summarizes the importance of striving to keep our edge, but the importance of
education and innovation that will eventually be in the hands of our children,
for them to maintain, surpass, or lose our technological edge as a
country.
Next, I want
to reflect on past lessons learned in this class by looking at week’s 1-7 posts
and how they relate to leadership and technology. In order to lead in this day and age, modern
day leaders in the “Age of Technology,” as mentioned in a previous post,
Friedman’s (2005) use of this African Proverb, I think serves us as leaders
today;
Every morning in Africa, a gazelle wakes up.
It knows it must run faster than the
fastest lion or it will be killed.
Every morning a lion wakes up.
It knows it must outrun the slowest
gazelle or it will starve to death.
It doesn’t matter whether you are a
lion or a gazelle.
When the sun comes up, you better
start running
(p. 137).
A harsh reality then emerges, our world then becomes one of
a Darwinistic perspective of survival of
the fittest. Those that adopt
cutting edge technologies, commit to innovation, and work around the clock are
those organizations that will be leaders in their field. Not only do these technologies serve us to
make life more simple with items like the e-mail or a cell phone, but the
emergence of the technologies as presented by Corning; Mirrored arch display
glass, arch surface glass oven counter, flexible display glass, work surface
glass, wall format surface glass to design clothes. As a leader these technologies I felt will be
such a great tool to utilize for many purposes and if not embraced
organizations will falter and replaced by those that are on the cutting
edge. Being in Nike country out here in
the Northwest, I could not get over the possibilities of the wall format
surface glass that can be employed to design shoes, forecast sales, identify
vendors to purchase materials form, seek outsourcing warehouses to make the
shoes, and identify shipping companies to ship the product. Furthermore on the same screen marketing
strategies can be developed as well as pricing decisions to make a profit
depending upon all the previous decisions.
The most interesting part of this is visually having the opportunity to
see this entire plan on one screen!
Next, Madden
(2008) explains that the workplace landscape has drastically changed pointing
out that 96% of those employed use new technologies-either by going online,
using e-mail or owning a cell phone, therefore employees have been referred to
as “Wired and Ready Workers.” The days
then of going to work and leaving work there are over, we can always be
connected regardless if we are at work or not via technology. Increasingly then leaders have to become more
responsible, accountable, transparent to one’s they serve. Leadership, as well as employee’s the, will
always be “on” as Lindzon (2015) noted “Not only is leadership always ‘on’ but,
companies are now giving more flexibility to them to manage their time. In other words, the days of punching a time
clock in and out are over, now leaders can work from home or on the road and be
connected at all times. However, I think
with this increased flexibility and freedom, leaders need to be transparent and
document their practices, sales, and use of time to justify this freedom
regardless of the field they are in. So,
as a leader in this day and age we are always “on” and always just a text
message or e-mail away from being back at work even if we are on vacation, and
if we resist this reality, unfortunately we can be replaced. Remember as the African proverb suggests once
the sun comes up we better be ready to “Run.”
Finally, when
reading Martin’s (2015) blog on the section devoted to “Leader as hero, Leader
as host,” she quoted Meg Wheatley, who suggested, “That the solution is in
moving from thinking of leaders as heroes into thinking of leadership as
hosting space for people to come together to discover solutions through
meaningful conversations and structured exploration of action.” Personally the focus of a leader being a
hero, I felt was and is unnecessary, as Wheatley noted a leader needs to bring
employees together with a vision and goal and utilize all of the workers skills
and ideas to complete a task. This has
to be an ongoing exercise of leading employees to increase sales, to innovate,
to market a product or service, to increase test scores………This really depends
on the field and accomplishing the goals and/or quota is far more important
than recognition as a “hero,” in fact, many would probably prefer a bonus,
especially at this time of year.
Furthermore, in the same Blog Peter Drucker emphasizes that “We are not
in need of people who know how to win in systems that are broken. We are in need of people who can create
systems that work better for more people.”
Not only is there a need to find leaders that can lead people, but those
that are also innovators, or those that go beyond just leading people. Once these types of leaders are sought and
found, their greatest marketing tool is themselves. Therefore, as I have finally reached the top
of the mountain after completing this class (for I successfully defended my
dissertation November 12th) and now I venture into uncharted territory
with this incredible accomplishment……..I just hope others feel that way, I
definitely think it is time to move on to bigger and more challenging
endeavors! Merry Christmas everybody and
good luck is this incredible Leadership program!
Chris Brown
References
Corning
Incorporated. (2011, February 24). A day made of glass corning's vision for the
future. Retrieved from http://www.youtube.com/watch?v=9qmwdbhsbVs
Friedman, T. L.
(2007). The world is flat. New York, NY: Farrar, Straus, and Giroux
Lindzon, J.
(2015). 6 ways work will change in 2016. Retrieved from http://www.fastcompany.com/3052836/the-future-of-work/6-ways-work-will-change-in-2016#
Madden, M.
(2008, September 24). Networked worker. Retrieved from http://pewinternet.org/2008/09/24/networked-workers/
Martin, M. (2015, December 4). A deep dive into
thinking about 21st century leadership. Retrieved from http://www.michelemmartin.com/thebambooprojectblog/2015/12/work-in-progress-the-leadership-lab.html
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