In today's Inside Higher Ed, the editors juxtaposed two articles about online learning. Both were supported by research, both were written by recognized names. The article by Jeb Bush (former governor of Florida), advocated an increasingly strong focus on online learning; the article by Johann Neem, professor at Western Washington University, noted that the physical and cultural surroundings of college students, including their buildings, professors and classmates, were necessary to encourage higher learning.
I strongly agree with Neem. Face-to-face higher education is necessary because almost all traditional 18-22 year old college students need daily motivation to study. The class at which they MUST show their face, the reading quiz that they MUST study for (in order to pass), and the professor who will express grave disappointment in poor test results are vital to early post-secondary education. In high school, that daily motivation comes from Mom and Dad (or a similar parent figure), who make sure their student attends classes, gets enough sleep, is well-fed, has clean clothes, and studies. Unless a student is living at home, all that Mom and Dad motivation disappears in college, so friends and professors step in to produce it. Who wants to be embarrassed in front of friends by flunking out? Who wants to be embarrassed by not having answers in class? Who wants to be able to meet the professor's eye in class? These are the motivators in face-to-face classes, and they don't exist in online classes.
Very few 18-year-olds (although there are some) have the self-discipline to read or listen to online lectures, complete their responses--homework, essays, tests--in a timely manner, and push forward for the traditional 15-week semester. Some students sign up for an online class and, once they read the work required on the syllabus, never visit the class site again. Some make a valiant attempt, but give in to inertia and fun with friends in the second or third week of the semester. In the first--and the last--online class I taught, only one-third completed the class; the rest withdrew. Of the one-third, three received an A.
As a student moves along in higher ed, they need a professorial guide to finding answers to questions. They need to be able to hold a discussion with someone who can direct their learning. Some online classes use virtual classrooms, where students gather on Wimba or Skype to hold class, but not every professor is skilled in presenting that type of class. I certainly wasn't. It's difficult to deal with continually changing technology on my own, let alone present a class using software I'm not accustomed to. New Ph.D.s are coming into the workplace as digital natives, but us non-natives who were educated long ago are still taking monthly classes to keep up.
For adults who are motivated by a desire for career movement, larger paychecks, or self-fulfillment, online education is great. The students are self-motivated and usually top-notch performers. But for most 18-year-old traditional students, online education is an easy way to fail. Traditional-age students must have the motivation of classroom, peers, and professors to succeed.
I strongly agree with Neem. Face-to-face higher education is necessary because almost all traditional 18-22 year old college students need daily motivation to study. The class at which they MUST show their face, the reading quiz that they MUST study for (in order to pass), and the professor who will express grave disappointment in poor test results are vital to early post-secondary education. In high school, that daily motivation comes from Mom and Dad (or a similar parent figure), who make sure their student attends classes, gets enough sleep, is well-fed, has clean clothes, and studies. Unless a student is living at home, all that Mom and Dad motivation disappears in college, so friends and professors step in to produce it. Who wants to be embarrassed in front of friends by flunking out? Who wants to be embarrassed by not having answers in class? Who wants to be able to meet the professor's eye in class? These are the motivators in face-to-face classes, and they don't exist in online classes.
Very few 18-year-olds (although there are some) have the self-discipline to read or listen to online lectures, complete their responses--homework, essays, tests--in a timely manner, and push forward for the traditional 15-week semester. Some students sign up for an online class and, once they read the work required on the syllabus, never visit the class site again. Some make a valiant attempt, but give in to inertia and fun with friends in the second or third week of the semester. In the first--and the last--online class I taught, only one-third completed the class; the rest withdrew. Of the one-third, three received an A.
As a student moves along in higher ed, they need a professorial guide to finding answers to questions. They need to be able to hold a discussion with someone who can direct their learning. Some online classes use virtual classrooms, where students gather on Wimba or Skype to hold class, but not every professor is skilled in presenting that type of class. I certainly wasn't. It's difficult to deal with continually changing technology on my own, let alone present a class using software I'm not accustomed to. New Ph.D.s are coming into the workplace as digital natives, but us non-natives who were educated long ago are still taking monthly classes to keep up.
For adults who are motivated by a desire for career movement, larger paychecks, or self-fulfillment, online education is great. The students are self-motivated and usually top-notch performers. But for most 18-year-old traditional students, online education is an easy way to fail. Traditional-age students must have the motivation of classroom, peers, and professors to succeed.
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