RSA # 4 - Teaching and Learning in Successful Online Communities

Online Link: http://proquest.umi.com/pqdweb?index=0&sid=4&srchmode=1&vinst=PROD&fmt=6&startpage=-1&clientid=16512&vname=PQD&RQT=309&did=2251162751&scaling=FULL&ts=1303397945&vtype=PQD&rqt=309&TS=1303397959&clientId=16512

In the reading this week, Paloff and Pratt suggest something very novel, but very important. They discuss the common misconception that transitioning from a face to face course to an online course involves “simply putting that course online without making many adjustments” (pg. 129). With many colleges, universities and K-12 classrooms adopting online learning communities of varying levels, it is extremely important to consider what is different about traditional learning and online learning. The authors state that “it is not the curriculum we are converting, but our teaching methodology” (pg. 130).

The roles of the teacher and the learner need to be reconfigured for an online learning community to be productive. Traditional teaching strategies and methods are out of place online. Instead of the class being one that is teacher-centered with the teacher “covering” material, the focus should be more learner-focused and the learner should be part of the facilitation process (Paloff & Platt,. pg. 105-106). In an online learning situation, teachers should consider themselves as “gentle guides” and not the main focus of the classroom (Paloff & Platt, pg. 110). Instead of traditional classroom expertise, online teachers need to learn to be comfortable with the technologies themselves, how to have an online presence and how to engage students in productive collaboration. In addition to being teachers, online educators are also the administrators of their online course.
The learners in an online community also have differing responsibilities. Instead of just coming to class and soaking up knowledge imparted by the teacher, students are expected to take an active role in their own learning. In fact, students are even expected to take a facilitative role in the online classroom. Additionally, “students should be expected to work together to generate deeper levels of understanding and critical evaluation of the material under study” (Paloff & Platt, pg. 120).

Our second reading this week is an evaluation of the status of online learning in the United States. The results of the national survey found that in 2006, “3 million [college and university] students are registered for a fully online course” (Picciano & Seaman, pg 1). While this information about colleges and universities was insightful, the group wanted to learn what role online learning was playing in K-12 schools in the United States.

In beginning this survey, the researchers found that there was much confusion in the world of online learning regarding the labeling of learning with technology. They found that schools were often confusing distance learning, online learning, virtual courses and e-courses, just to name a few. As a result of this confusion, simple definitions were established for “online”, “hybrid” and “web-facilitated” classes (Picciano & Seaman, pg. 2). Additionally, the growth of home-schooling also causes difficulty in data collection.

Once norms had been established and data could be collected, the findings of this survey were quite interesting, specifically the fact that “online learning in K-12 schools has increased more than tenfold in six years [and that this] growth will be sustained” (Picciano & Seaman, pg. 17)! Many concerns were raised as a result of gathered information, mainly about the quality of online instruction and the readiness of teachers in this environment. The fact that “about 25 percent of all K-12 public schools now offer some kind of e-learning or virtual school instruction” is cause for the concern presented. The government and school administrators need to make sure that online educators are prepared for the experience. Hopefully, teachers and teaching colleges are focusing on methods addressed in the Paloff and Pratt reading.

The supplementary resource used for this RSA discusses the creation of Virtual Physical Education classes in the K-12 setting. The article says that “educators and administrators are trying to find ways to reach the students who are dropping out, refusing to participate and want more academic choices” (Rhea, 2011). Research on distance physical education finds that “academic achievement pressures and high obesity rates are pushing administrators to consider the use of online learning and virtual schools for physical education credits” (Rhea, 2011). They postulate that students who obtain their physical education credits outside of school will have the opportunity to obtain more academic credits and will learn to focus on the pleasures of physical activities. Research also suggests that online physical education classes offer opportunities for students who miss school often to maintain their standing, offer more physical opportunities such as yoga or martial arts, which may not be offered in school and might encourage students who are insecure about their physical skill to improve in a more private setting.

As seen in the Survey of US School District Administrators, online learning is expanding every year. In order to keep up with this development, current and future teachers and administrators need to focus on the reality of how this change will affect schools. As stated in Paloff and Platt, schools cannot simply convert existing classes to an online format. Skills and strategies used in classrooms need to be adapted to an online environment. As demonstrated in the physical education article, online learning can be extremely beneficial and can offer solutions to some current, pressing educational issues. However, it is extremely important that this is approached in a proper, appropriate and aggressive manner. Money, time and resources need to be allocated on the local or federal level to make sure online learning is done right. If it is, the possibilities are endless!

References:
Paloff, R.M. & Platt, K. (2007). Building online learning communities, (pg. 105-155). John Wiley & Sons: San Francisco, CA.

Picciano, A. G. & Seaman, J. (2007). K12 online learning: A survey of U.S. School District Administrators. Retrieved from http://www.sloan-c.org/publications/survey/pdf/K-12_Online_Learning.pdf

Rhea, D. (2011). Virtual physical education in the k-12 setting. Journal of physical education, recreation & dance; 82, 1; Platinum Periodicals pg. 5-6.