a. Performance-base learning: personalized instruction relying on data-driven feedback and adjustments. Performance is measured through demonstration of standard-based competency, not by "seat time" hours spent in a classroom.
b. Teachers who become entrepeneurs in education : experimenting ; coordinating video, audio, and graphics, as well as text content; and monitoring and tailoring content for individual students while enjoying more flexible work schedules for the first time.
c. Changes in the paradigm of how and where students access their education: No longer does time or classroom location dictate where and when a student learns. Time becomes the variable, and achievement the constant, in the online classroom.
d. A shift in the funding and budgeting model: from seats in classrooms to a student-based competency, per course basis. (Cavanaugh & Blomeyer, 2007).
As online learning programs have grown, including the cyber school and the integrated online course providers, the students who are being served are not "local" students. Therefore, an online program's content, instructional design, accessibility, and professional development begin to serve a broader community of learners and practitioners. According to Fowler & Wheeler, what online learning did was to broaden the definition of communication and interaction, encouraging more student participation in a less daunting space and supporting a change in the role of teacher from all -knowing sage to facilitator or coach. The definition of communication and interaction was further expanded to include a community of practice that "changed the isolated locale of the classroom into part of a global classroom environment (p. 93).
In relation to communication, technology preferences, quality and specific functions continue to evolve. Technology includes Learning Management Systems (LMS), Web-conferencing systems, video conferencing systems, and Learning Object Repositories (LOR).
I am the program director of AIU e-CADEMY, this program serves students in grades 9 -12. We offer the curriculum, the highly- qualified teacher and all technical and administrative assistance to the school districts in Allegheny County. Our program is divided in essentially 4 types of course offerings: credit recovery, general education, college and AP courses. Factors that contribute to the need of offering these courses include scheduling conflicts, districts not having a highly-qualified teacher for specific subjects, need for AP courses, courses for homebound students and districts not being able to offer the wide variety of courses to meet the needs of all of the students in their districts.
The unique aspect of our program is that the students reman in their "home' school; yet still have access to their online classes whenever it is convenient for them to log on, even a study hall in their "brink and mortar" school. Our programs are asynchronous and we currently have curriculum from four different vendors. A challenge is the communication aspect between students, parents, teachers, school districts, and vendors. Professional development is also a key to the success of the program. A teaching certificate does not automatically correlate into an online teacher. A teacher is key to developing the "classroom community." The teacher's presence, tone, and involvement is the largest factor in building community. If the teacher is not an active participant in the community, there will be no community.
References:
Cavanaugh, C. and Bomeyer, R. (eds). 2007. What Works in k-12 Online Learning. International Society for Technology in Education.
Flower, L. & Wheeler, D. (1995). Online from the k-12 classroom. In Z. L. Berge & M.P. Colling (Eds). Computer mediated communication and the online classroom (Vol. 1, pp 83-100). Cresskill, N.J.: Hamton Press.
Additional references:
North Central Regional Educational Laboratory (NCREL)
North American Council for Online Learning (NACOL)
International Society for Technology in Education (ISTE)
Additional links:
Instructional Design for Online Courses
www.ion.uillionois.edu/resources/tutorials/id/InstructionalDesignForOnlineCourse.html
Wood, C. (2005, May) HIGHSCHOOL.COM: All over the country, secondary school students are going online for classes. Will the virtual classroom redefine what it means to be a student - or a teacher? (Electronic version). Edutopia. 200(4), 3-37.
"Predicting Learning from Asynchronous Online Discussions", JALN, http://www.sloan-c.org/publications/jaln/v8n2/v8n2 wu.asp
"Be VOCAL: Characteristics of Successful Online Instructors", JIOL, http://www.ncolr/jiol/issues/PDF/4.2.6.pdf
No comments:
Post a Comment