Introduction Good morning everyone, and welcome to our Prezi presentation on Traditional vs. eLearning classrooms. Kim, Michelle and I will be taking you through our thoughts on the benefits and limitations that these two very different types of classrooms have to offer both students and teachers.
Traditional vs eLearning Classrooms
So here we have these two opposing sides, locked in battle! We will be looking at the advantages and disadvantages that each side possesses
Must we continue meeting like this?
Hopefully by the end we will have found some common ground, and a way to take the good aspects of each side, and make something that benefits both learners and teachers.
Traditional Classrooms
So we are going to start on the Traditional side of this battle. I should say that when we are talking about traditional in this presentation, we are talking very traditional. This is not necessarily a best practice traditional classroom. This is a teacher as lecturer, controlling the content, delivery and timing of each lesson. There is little to no access to computers, or web based technology.
Traditional Students (BEN) o Advantages:Develop social and friendship skills, o It was interesting in designing this presentation, because the more I researched, the more that traditional classrooms seemed inadequate and outdated compared to what an online classroom has to offer. In terms of flexability of content, delivery and representation of learning online learning has an advantage. Face to face classrooms however, are an asset when we think about classrooms as a way to develop social and friendship skills in our students. So much of how we communicate is nonverbal, and while online communication OLTD 502 Week 2 Presentation by Kim, Michelle & Ben
has a window into this world, it does not yet rival the full on emersion that face to face experience provides. In our readings Gunwardena and McIssaac talk about how the social presence of ones group effects learner satisfaction and motivation. Short et al. suggest that this social presence is greatly increased by the communications system being used, and factors such as physical distance, eye contact, and smiling play a large role in shaping this. As Tracy, Jane and Michael said on Saturday, physical contact and proximity is also a benefit of face to face time, and something that especially resonates with younger students. Discussing the role of social presence in online learning, McIsaac and Gunawardena (1996) and Tammelin (1998) observe that it can be linked to the larger social context including motivation, interaction, group cohesion, verbal and nonverbal communication, and social equality. o Disadvantages o A lot of the disadvantages of face to face classrooms can be looked at in Terms of Moores Transactional distance theory, which says that dialog, structure, and learner autonomy are the three most important components to consider in an online course. dialog - Learning is often passive Students have little say in what or how they learn, and merely take in the content that the teacher provides. structure of the instructional programs - o there is little flexability in how information is received, and student learning is assessed. autonomy, or the degree of self-directedness of the learner . o going at the pace of the class (overwhelmed or bored) o We progress through course content as a group. While there are adaptations and modifications for learners who are struggling with concepts, or need more challenging material, both sides of the learning spectrum are kept close to the pace of the majority of their classmates. Digital illiteracy If students arent exposed to emerging technologies, or learn how to use them properly, then they will have, at best a surface understanding, and at worst no idea how to interact with it. We should be educating citizens who will be thrust into a world that is becoming more digitized each year.
Traditional Teachers (KIM) Advantages Disadvantages
OLTD 502 Week 2 Presentation by Kim, Michelle & Ben
Traditional Content (MICHELLE) Advantages3. Course Structure and Design-Traditional Methods Constructing Meaningful and Directed Face-to-Face Interactions: According to Vygotsky, all learning is social, and with traditional teaching methods, the teacher has the ability to construct face-to-face social venues for students to engage in authentic and meaningful dialogue. The social constructivists view that the process of collaboration results in learners building understanding that wouldnt be possible in a solitary environment. The Importance of Context: The context that the learning occurs is as important as the learning itself. This is the constructivist view that the learner must apply their understandings to authentic tasks, where the student takes part in activities that are directly relevant to what theyve learned, and that they take place in an applied setting. It is reasonable to assume that a hands-on learning activity provides a means of illuminating a concept to students. As well, the active process involves understanding things while doing and experiencing them, which aids in deep retention and understanding. Limitations Limited Resources: In a traditional classroom the learning materials are strictly what are available in the class. Often these are outdated textbooks or content-based resources that the teacher gathered to support their educational agenda. There is little opportunity for the student to contextualize their learning by researching aspects of the content that are of interest to them. Planning with the Middle in Mind: Teachers tend to develop courses that work well for the average student. In a traditional classroom, it may be difficult to personalize learning for every learner. Often one assignment is given to all of the students, and the teacher expects the same outcomes for everyone. With this approach, many students interests, abilities and different ways of learning are overlooked. Curriculum & Teacher Driven not Student Driven: The teacher, not the student, plays an active role in designing the educational opportunities presented in the classroom. The material is curriculum driven and the content is disseminated in a top-down fashion, utilizing direct-instruction, with students playing a passive role in their education.
eLearning Students (BEN) Advantages Self Paced - When asked why learning through an online class might make school more interesting, 47 percent of students in grades 9-12, 39 percent of students in grade 6-8 OLTD 502 Week 2 Presentation by Kim, Michelle & Ben
and 25 percent of students in grades 3-5 responded that they wanted to learn online to control their own learning experience. Students do not expect online courses to be easier. They do however, expect the online learning environment to facilitate their success because they can review materials when they want and are more comfortable asking teachers for help. Flexible In terms of time, place, and content. This again goes back to Moores transactional distance theory - allowing students control over the direction of their learning, how they represent what they know, and providing a venue in which students can interact with their peers and teacher in a way that works for them is extremely beneficial.
Disadvantages The infrastructure must be in place Need the computers, licenses, networks. Takes a lot of planning for the initial start up. Recquires background knowledge on how to use the technology effectively. Digital technologiessuch as computers, handheld devices, and software applicationsby contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and opaque (the inner workings are hidden from users; Turkle, 1995) Discipline and time management skills because you dont necessarily have set hours, or access to your teacher, you need to be able to work independently during asynchronous sessions and manage your time effectively.
eLearning Teachers (KIM) Advantages The 24-7 nature of asynchronous instruction creates flexibility for students and instructors alike, and this not only promotes greater time-on-task, but also but generates more complete discussions and interaction. In most F2F courses, students can attend without doing the readings, but my on-line students cannot complete their postings without digesting the readings first. Best of all, the lesson is always there so students can go back and repeat particular parts of the lectures or exercises, thus promoting more durable learning--online post.
OLTD 502 Week 2 Presentation by Kim, Michelle & Ben
Course Structure and Design (Michelle)
LIMITATIONS: Reliance on Technology : Constructing an elearning course requires more than using new technology--as mentioned, it is not the technology that allows for learning, but how the technology is used to support learning. Technologies are the vehicles that deliver instruction, but do not influence student achievement. Research suggests that learning is more influenced by the content and instructional strategy than by the type of technology used to deliver instruction. Resistance to Shift Pedagogical Practice: Educators must have clear theoretical understanding of effective online teaching practices. The replication of traditional methods does not capitalize on the dynamic nature of a technologically enhanced teaching and learning environment. Some educators fail in their approach to Elearning. Creating a successful online learning experience for high school students requires much more than simply posting content in a Learning Management System for students to retrieve and complete. Adolescents in particular require a more structured and supportive environment than adult learners. They also require that materials are to be taught in short realistic chunks in order to facilitate deeper meaning, and prior to beginning the learning sequence, the student is informed of the learning outcome(s). Lack of Support Structure: Students may not have access to facilities such as libraries, gyms, computer labs, science labs, etc. Online learning cant always provide helpful tools that may be needed to promote learning.
eLearning Course Structure and Design (Michelle) ADVANTAGES Elearning provides many opportunities for assessment. These are assessment opportunities that involve the teacher, but also ones that involve the influence and expertise of peers. As well, there are opportunities for assessment by external experts outside the traditional classroom, those that encourage learners to reflectively assess their own learning. Unlimited Resources (Online material): The Web provides an almost limitless access to resources; allowing students the means and opportunity to increase their understanding the content in a variety of formats and contexts. Constructing opportunities to connect to the world outside of the classroom: This relates to Siemens theory of connectivism which helps us to understand that learning is about making connections with ideas, facts, people, and communities. Elearning allows users to both find and utilize these connections. It also allows for the use of simulations and real world applications that aid in the practical understanding of learning objectives. (cited from: Andersons The Theory and Practice of Online Learning) OLTD 502 Week 2 Presentation by Kim, Michelle & Ben
Dynamic Nature of Technology Enhances Students' Ability to Construct Knowledge: It is important to note that it is not the technology per se that allows for learning, but rather how that technology is used to support basic learning processes. Technological applications that are dynamic allow for activities that engage students in active learning experiences. Newer technologies such as Web 2.0 applications enables pupils and others to collaborate in ways that reflect a broadly constructivist approach to education. Strategies that facilitate the construction of knowledge through collaboration is a transformative shift in teaching practice from one of disseminating information to one of creating learning environments where students co-construct knowledge through interactions. This relates to Vygotskys notion of social cognition, that demonstrates how students can work together in an online learning context to collaboratively create new knowledge. As well as Lipmans community of inquiry, that illustrates how collaboration allows members of a learning community to both support and challenges each other, leading to effective and relevant knowledge construction. Personalized learning opportunities: Personalized learning opportunities: Using technology to give students "control of their interactions" has a positive effect on student learning, and can allow for students to become more effective independent learners. Elearning course format allows learners to be in control of what they learn, to work at their own pace and places all learners on equal footing. This format provides authentic learning experiences and problem based learning that is multimodal to accommodate different learning styles. Given the right hardware, software and curriculum activities, all learners can achieve the same degree of success. (Cited from: Inside Highered http://www.insidehighered.com/news/2009/06/29/online#ixzz2CO84XsGT)
So what is Best Practice?
Blended learning... environments that draw from the strengths of both