Picture by Cindy
As we were sharing in our last online session, there are many challenges using technologies in online experiences. In my opinion, we built a dynamic and heterogeneous network. In this network each person works as a node which offers a unique and interesting point of view reflected on personal blogs, digital projects, etc.
I was reading about online education experiences and one common challenge is the lack of face to face contact among students and teachers. Different authors suggest that the lack of face to face contact can produce student’s isolation and lack of motivation. Although, once I was talking face to face with Alec (our instructor) I don’t consider the lack of face to face contact as a big limitation during our online course.
Perhaps, the use of synchronous online tools such us video conference, chats and more dynamic web site contribute to a better interaction and communication among the actors of a learning experience. Also, the implementation of collaborative projects related with active learning theories promotes the student’s independency.
Perhaps, the lack of face to face contact’s consequences (isolation and lack of motivation) is more common in online experiences which reproduce teacher centered model of learning.
Using the technologies advances which facilitate the online contact through images, sound and text is not enough. Also, it is really important the educational design inspired in active and cooperative models.
All Ideas are welcome!!
Luis
3 responses so far ↓
Jen // April 15 2008 at 11:27 pm |
“Perhaps, the lack of face to face contact’s consequences (isolation and lack of motivation) is more common in online experiences which reproduce teacher centered model of learning.”
BINGO! That’s a huge part of the problem. Many instructors try to do exactly what they would in an f2f class, which is probably ineffective in the first place.
Lisa M Lane // April 16 2008 at 7:55 am |
Your remark “Perhaps, the lack of face to face contact’s consequences (isolation and lack of motivation) is more common in online experiences which reproduce teacher centered model of learning” is right on.
If an instructor wants to keep things instructor-centered, there is still hope. The difficulties of synchronous experiences in some classes, where it is difficult or impossible to meet everyone online using webcam, are the only limitations I see. Technology can indeed prevent the feeling of isolation. Since I cannot hold synchronous sessions (my students all take the class because they cannot be somewhere at the same time), I keep my IM window open so they can reach me any time. Despite that immediacy, it is not as good as having me talking to them over webcam.
But a more student-centered, collaborative approach, or even a greater emphasis on full-class discussion as core to the course, can connect students with each other and help prevent isolation. Combine this with opportunities for them to meet live via webcam, and that sense of inclusion gets even stronger.
Shaun Loeppky // April 18 2008 at 12:35 pm |
After looking at the picture, I really feel like I was being watched…
There has been much research around virtual learning communities (VLT) and the idea of the development of “Social Capital” (trust within a group, although this a simplistic explanation) that may or may not be present in these communities. Dr. Schwier, one of our presenters, is an authority on the topic(please explore his research..e-mail/blog response me if you need assistance finding it!) For adults, I believe that if the proper tools are applied along with the motivation of the network, valuable learning that equates or even exceeds FTF experiences can be achieved. Often the anonymity of a VLT and the opportunity to reflect on the written word can lead to rich exchanges of knowledge.