I was amazed that online learning was created in the 60's. Also, how the perception of online vs F2F students is irrelevant. i do agree that it is not the school or format that counts but the qualifications and experience of the applicant.
While several of my colleagues have expressed some of the same concerns as I have about our students being able to make a transition from hands on direct instruction to online learning. That being said there were a couple of points touched on in this section I thought were interesting, one was the ability to ask for help when needed, many in the current generation lack this skill set they are just "ask goggle" mind set. Doesn't always work that way. Another was writing skills, this is a huge problem, they have not been taught this functions well in K-12 and it is very tough for them to communicate clearly, sadly this is only going to get worse. One this I would love to see is the virtual groups I think this could be a great learning tool.
Most online universities and colleges have developed specialized curriculum that is designed to function in an online format. The students who enroll in these schools have decided for a multitude of reasons, that this is the best scenario for their education. On the other hand, some skills can not be fully understood without a considerable amount of hands-on in-person education and training. With the current social seperation and distance learning being the new normal, many students who did not choose or agree to online learning are being directed to accept it. This is causing, understandably, quite a bit of silent push back. Some are going along with it but many seem to be avoiding it altogether. The online content is very infomative and will definately be very helpful to them. There is, however, a lot of material that will be lost if too much time passes before the hands-on portion is done.
I have serious concerns about the success of our students in this new online learning environment. Our students do not fit the demographic stated in this course for typical online distance learners who are 25+, often in their 30s and working full time. That type of student has the dedication and maturity to succeed in a self-paced online environment. It’s difficult enough to identify students in our on-campus classrooms who are struggling to understand the material. They often don’t have the “self-advocacy” to ask for help when they need it. As the course mentioned, there is no back row to hide in.
- “Online students must be capable of managing their time wisely, studying effectively, anticipating and adapting to problems, and appraising the effectiveness of their efforts.
- Self-advocacy is the ability to assert oneself or ask for help. In online classrooms, instructors cannot see a confused look on a student’s face. Online students must take the initiative to ask for help before problems become emergencies.”
After nearly completing two online courses in the Google Classroom, what I’m seeing confirms my suspicions. As few as 50% - 60% of the students are marking the assignments as completed, and less than one third after two full weeks into the course. This speaks to the first bullet point I pasted above.
We’ve received exactly zero questions from students about the material or topics being presented. I can’t believe that 122 students watched hours of video, looked over the material in their workbooks and text books, and don’t have questions. Either they are not completing the assignments, or as the second bullet point above points out, they lack the self-advocacy to ask for help when they don’t understand something.
Getting our younger, less self-motivated students to engage in this online format is going to be a challenge, and I’m hoping that having the upcoming virtual study and office hour video conferencing sessions breaks the ice and gets them to engage this new format.
You have to be able to reach the student on a different level to create an environment where they feel they are in the classroom even online.
