But one of the more powerful discussions came from a question that was raised several times during our time together: How do we take eLearning classes from "second best" to THE class that students want to take?
Right now, in Ontario education, eLearning takes a backseat to in-class learning. Students only take an eLearning course if that particular course isn't available at their school (or if there is a conflict between two classes the students want). It never seems to be a course students are *excited* to take, or choose to take, over a traditional class.
Why is this?Students often love that they can go at their own pace through an eLearning course (even though sometimes this backfires). But many often find the content monotonous (all reading), and find there is little interaction between the student and the teacher, or with other students. eLearning is often perceived as being dry, unengaging, impersonal, and difficult, the latter because students often feel they are learning "on their own."
Other than allowing students in small, remote communities access to courses that couldn't otherwise be offered at their school, seems like eLearning might be a bit of a dud.
But few would argue that teaching with technology isn't powerful! Think of all the things we can do with technology that we couldn't do in schools fifteen years ago:
- Provide access to a large range of resources on all topics and all at levels - we are no longer constrained to a single resource in the form of a textbook!
- Instantly connect with each other - in something as short as a tweet or as in-your-face as a Google Hangout, there are so many ways to instantly connect with others around the globe.
- Facilitate collaboration on a large scale - see above!
- Give timely (instant!) right/wrong feedback to any student at any time, both in and out of class time - whenever the student needs it.
- Demonstrate more complex concepts that can't be done in class. For example, there is no way we could repeat Millikan's oil drop experiment in Physics class. However, with a simulation, the students can actually reproduce the experiment, get results, and perform the same analysis Millikan did when he discovered the charge on an electron.
What can I add to eLearning??If all of the wondrous things above can be done in an online class, what is my role as an eLearning teacher?
- Provide access to just the right topics at the right level for the student who needs them.
- Give personal feedback - suggestions, challenges, ... sometimes, when completing longer math problems, my students just wonder where they went wrong - I can find the roadblock better than a computer can.
- Facilitate collaboration on a small scale - I can problem-solve with groups in person and coach individuals toward working as a team.
- Engage my students in hands-on demonstrations. We can do these in-class as a demo or a lab during blended learning, or I can suggest things to try at home and troubleshoot if things don't go exactly as planned.
- Get to know my students, and allow them a voice in what they are learning. This might just be the most important thing of all.
A real teacher and an online environment - a perfect storm of personalized learning. So why can't we make eLearning an absolutely amazing experience?
I should add that I know some good, and I mean REALLY good, eLearning teachers, who do all of the above and even more. But how many of us don't take advantage of maximizing both our talents and the technology's abilities, to create an extraordinary online course?
What can we do to make learning online powerful, meaningful, and in-demand? How can we make it THE course(s) students WANT to take?