The first thing that I learned is that there is a lot of vocabulary! We all use the same terminology but interpret it so differently. After reading the definition of a blended course being classified as” Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has a reduced number of face-to-face meetings. “(Allen & Seaman, 2013, pg. 7) I do not teach a blended course. I see my students everyday for 84 minutes a day. Instead, I teach a web facilitated course according to the survey. I feel like this is what confuses administrators and educators alike. The definitions change based on the survey, article or legal defense. At some point I want to get to the blended or hybrid courses, but seat time is important in Michigan schools. Based on their schedules where do we put students? What are they doing when not in class on hybrid class days?
The
second thing that I learned was that I knew it! Credit Recovery was not
all that it was cracked up to be! I am not saying that it is not a note
worthy program. However, The Sloan Foundation brings up some of the same
concerns that I have. If a student struggles with reading comprehension,
how can they succeed with credit recovery? If a student is too immature for the
classroom, how is independent study with credit recovery any different? I agree
with them that more research should be done on if in fact credit recovery
programs are decreasing high school dropout rates. Lastly, I too have concerns
with the quality of content that is supplied when these students typically have
deficits and needs that cannot be remedied by technology alone. It may be
cost efficient but, is it what is best for the student’s success in learning?
Two
things that surprised me were the increased use of MOOCs. I have heard of
them and am curious as to how they work. I haven’t had a chance to take
one but looking forward to it. One of my concerns was addressed in the
Changing Course study. The survey stated that 38% of Baccalaureate
administrators do not feel they are a sustainable way to add courses. I am
surprised considering many of these institutions have some form of online
learning/distance education. The second thing that surprised me was that
62% of higher education institutions are now offering full degree granting
programs online. Ten years ago this was not true. I am curious as
to how employers will view these degrees and certifications of the candidates
they interview for positions. I say this because online degrees were
frowned on 10 years ago and if your degree didn’t come from a “brick and
mortar” school, you were passed by.
In my
second undergraduate degree I took a few online course to complete my teaching
program. I LOVED it. When I went back to school I had three busy
kids, a husband, and a full time job. I could not take off work for all
of the classes I needed in my program during the day so this was perfect. I
could make it to a soccer game and read a watch/listen to a lecture while
putting dishes in the dishwasher. This program being completely online
was awesome as well. Right now as I type this, I am sitting in front of
the TV while I wait for “How to Get Away with Murder” and prepare to pick up my
daughter from work. I couldn’t do that if not for an online class.
As for teaching, it takes a lot. I develop my own videos, use Moodle to create
quizzes, and setup online discussions. I don’t like it much because it is
limiting. However, I won’t use another product because that’s what other
teachers use as well as Google classroom. I don’t want to stress students
out with learning yet another LMS while learning course content.
Works Cited
Examining the extent and nature of online learning in American K-12 Education: The research initiatives of the Alfred P. Sloan Foundation, Picciano, Seaman, Shea, Swan, 2011.
Distance Education: A Systems View of Online Learning, Moore and Kearsley, 2012.
Changing Course: Ten Years of Tracking Online Education in the United States, Allen and Seaman, 2013.
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