Riley, Karen L., and Barbara Slater Stern. "Problems and Possibilities of Web-Based Instruction: Transforming Social Studies Methods and Practice." Journal of Computing in Teacher Education. 21.2 (2005): 65-71. First Search: Eric. Web. 15 May 2010.
I found an interesting article by Karen Riley, associate professor at Auburn University at Montgomery (AUM), and Barbara Stern, associate professor at James Madison University (JMU), in which they examine the pros and cons of teaching online classes. The conclusion, which is of particular interest to me, addresses the “burden” students feel concerning cooperative learning. The authors state, “We believe that what is burdensome to our students had less to do with the online nature of the assignment and more to do the cooperative learning (collaborative) aspect.
Riley and Stern divide online learning into two categories: “Web-based (totally online) instruction and Web-supported (teacher meets class but instruction is supported by the Web) instruction” (65). After completing the audacious task of teaching an online American History class to a combined group from JMU and AUM, Riley and Stern concluded that there are several “pitfalls and possibilities” to teaching online.
Pitfalls
One of the major pitfalls they found is that students resisted the new technology, which made collaborative learning more difficult. In other words, students preferred lectures and textbooks (what they are comfortable with) over learning how to navigate Blackboard and WebCt (both were used in the combined History class in Fall 2000). They also found that some students preferred not to take “action regarding their own learning.” In other words, students depended on one-on-one instruction and additional help along the way rather than trying to figure some things out for themselves. I have found this true in my own classes. Even in groups, some students sit back and let others do the work, but one of the pitfalls of the online component is that students must be accountable, and they must take an active part in the learning. Not all students are willing to do that.
One of the major pitfalls they found is that students resisted the new technology, which made collaborative learning more difficult. In other words, students preferred lectures and textbooks (what they are comfortable with) over learning how to navigate Blackboard and WebCt (both were used in the combined History class in Fall 2000). They also found that some students preferred not to take “action regarding their own learning.” In other words, students depended on one-on-one instruction and additional help along the way rather than trying to figure some things out for themselves. I have found this true in my own classes. Even in groups, some students sit back and let others do the work, but one of the pitfalls of the online component is that students must be accountable, and they must take an active part in the learning. Not all students are willing to do that.
To clarify this observation, Professors Riley and Stern reference five of the seven principles of “effective online learning strategies” by Chickering and Gamson: openness to assessment (peer and self), knowing how to learn, prior knowledge and experience, problem/action based learning, and a sense of community (1987).
Riley and Stern also noted that students missed the “emotional component in online courses” that the f2f classes provide.
Possibilities
Students liked being able to review the discussion board and recorded lectures. This gave them a chance to review the information at their own pace and not having to worry about taking good notes during a lecture.
Students liked being able to review the discussion board and recorded lectures. This gave them a chance to review the information at their own pace and not having to worry about taking good notes during a lecture.
Riley and Stern also found, from the instructor’s point of view that another perk of the Web-based instructions is that it allows “teachable moments” to occur that may be missed in the f2f class. In their study they point out that the online classes “can have the potential to transform the way in which learners understand the course material and provide a social component that is often missed in the traditional classroom-the willingness of shy or introverted students to participate in classroom discussions” (66).
I found this article useful for my peers because it addresses the challenges of incorporating collaborative learning and other teaching strategies into the online environment. The authors faced many obstacles making their combined online History classes worthy of a reality show episode. Their experience inspired me to document my findings in greater detail when I teach my next online class.
I found this article useful for my peers because it addresses the challenges of incorporating collaborative learning and other teaching strategies into the online environment. The authors faced many obstacles making their combined online History classes worthy of a reality show episode. Their experience inspired me to document my findings in greater detail when I teach my next online class.
Works Cited
Chickering, Arthur. W., and Zelda. F. Gamson. “Seven Principles for good practice in undergraduate education.” AAHE Bullitin (1997). Web. 15 May 2010. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
Chickering, Arthur. W., and Zelda. F. Gamson. “Seven Principles for good practice in undergraduate education.” AAHE Bullitin (1997). Web. 15 May 2010. http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/7princip.htm
Riley, Karen L., and Barbara Slater Stern. "Problems and Possibilities of Web-Based Instruction: Transforming Social Studies Methods and Practice." Journal of Computing in Teacher Education. 21.2 (2005): 65-71. First Search: Eric. Web. 15 May 2010.
2 comments:
Nancy,
Your article addresses some of the common topics that seem to be coming up with online instruction. How to make group projects successful online, when they often fail to work even in f2f environment? How to ensure that students are comfortable with the technology? How to motivate students without prior educational success?
Your article's answer seems to lie in highlighting what works in online environment. Do you think that as a starting point we should make sure that we include those features of online instruction that have proven track record of success?
Zsuzsanna
Nancy,
Regarding the pitfall of some students wanting to avoid accountability and responsibility in a collaborative environment, did the authors state how clearly they expressed their expectations for collaboration? Or do you think such an effort would dissaude much apathy?
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