Online Learning - Is Mandating A Wise Choice?

I have been reading lately about several school districts who are mandating that students take some online courses as a requirement for graduation. This article by Michelle R. Davis, Districts Require E-Courses for Graduation, talks about a district mandating that students take one online course before they graduate. Another article by Michelle R. Davis, State and District Measures Require Students to Take Virtual Classes, explores some more districts and states who are requiring online learning for graduation.  The reasons vary but include the desire to get students familiar with online learning that they may experience in a college or work situations, or to cut costs, as online learning is seen as a cheaper alternative, or to provide more options for students.  All great reasons.

The arguments against mandating online learning also vary. I will just list a few here. Access to computers and Internet is an obvious problem, requiring schools or other locations to provide access to computers if students don't have access at home. Getting qualified teachers who know how to teach in an online environment (it is NOT the same as a face-to-face environment) should be another concern, though I worry that is not often taken into consideration. Scalability of courses for a large number of students and designing or finding appropriate online courses are also possible arguments against mandating online learning as part of a graduation requirement.  All things that I hope have been thought about and planned for BEFORE these mandates go into effect, because if not, the failure potential is quite high. This is a nice article by Michael Horn that sums up some of these concerns about mandating online learning: Is Mandating Online Learning Good Policy? 

While I agree with all the concerns about online learning mentioned and have others as well, I am a huge proponent of online learning for students. As a student myself, I could not have completed the last several years of my doctoral program without the online learning opportunities my professors provided and created just for me, since I moved away from the actual location of William & Mary in Virginia to Texas. Online learning is what I have focused on as part of my doctoral studies, and it is a daily part of my work, and it is something I have developed at the 6-12 level as well, so I am a big believer in the power of online learning and the opportunities it provides. However, that said, my concern about the mandating of online learning for students in order to graduate is that online learning IS NOT FOR EVERYONE!

Online learning is a different way of learning. Online learning requires a great deal of independent learning, which requires focus and commitment to meet deadlines, do the online course requirements, and often times work alone. This is not something everyone can do and not something everyone enjoys. Online learning requires an ability to read and communicate in different ways. There are online discussions, the reading of others posts and responding appropriately to these, reading articles online, following links to other types of resources and learning from those, and pulling all these different components together to create a unified learning experience. Not everyone can learn this way and not everyone is able to communicate effectively through writing. Self-motivation and self-discipline are also keys to online success, so students who don't have these are going to really struggle. It requires being more responsible for your own learning and if a student is easily frustrated, online learning may make that worse. There are more reasons, but online learning requires a certain learning style, and mandating online learning for all students in order to graduate could be setting many up for failure.

I think a better approach is to provide online learning as a choice for students, not as a mandate. I read an article by Beau Yarbrough called School Districts Offer Online Alternatives to Traditional Classroom Instruction, that provides a nice example of how online learning can be an option for those who are interested,. Choice means more probability of a successful outcome then when the option is forced upon you. I would love all students to embrace online learning, much as I would love all teachers to embrace online learning, but realistically, I know that is not possible. Online learning is not for everyone and I hope that there are options and alternatives, in those places where online learning is now a mandate, for those students who struggle in an online environment, not due to the content of the course, but due to the nature of the online learning environment itself.

Online Learning - Potential for Reaching Thousands

I found this very interesting TED talk this morning by Daphne Koller from Stanford University. She speaks about the power of online learning to reach thousands of people who otherwise do not have access to education opportunities, as well as the capabilities of the online learning environment. Coursera is the social entrepreneurship company she helped develop that works with the universities to sponsor the courses she is referencing.

Koller gives a great argument for using technology to not only reach more students, but provide personalized curriculum and feedback and expand the creativity and thinking of students via the online environment. Online learning can bring active learning and formative assessment and ignite student creativity and learning rather than just giving them information.  Her approach is that universities should be providing this content free so that anyone can change their lives, expand their minds, and make the world a better place. While listening to her, I saw a direct connection to online professional development, which is something I am currently interested in and focused on in my work and doctoral research. A way to reach a much wider audience, provide the opportunity to learn, practice, and get personal feedback.

As a believer in the power of technology and online learning, I have to say I agreed with all her points, though I question how all of this can be done for free, another component she stressed.  Free courses and access would definitely bring more students to the courses, as evidenced in her talk, but doesn't someone have to pay the people who are instructing the courses and developing the courses?  There is a lot of production that goes into these courses, especially with the interactivity, assessments, and videos, so I guess that's where I just question the feasibility.  As someone who designs and creates online professional development courses, I know I can't provide what I do for free because let's face it, I have to eat and pay my bills and it takes a great deal of time and effort to develop online courses. I absolutely agree online learning and courses are where we should be focusing to provide learning opportunities for all, not just those who are able to afford an education.  But, I do need to figure out how free is going to be paid for - because nothing is truly free, is it?

I've provided the video of Koller's talk below.  She makes some excellent points and has numbers and examples to show the power of the technology. I'd be interested to hear your views on how this type of online learning can in fact be offered free. My guess is there are grants involved. It would be nice to consider ways, without a big corporation or grants, to provide these types of opportunities free.

Follow-up On Planning For Hybrid PD (Part 2) - F2F Feedback

Just completed my second round of face-to-face workshops with my two cohorts I am doing my blended learning professional development with on Sketchpad and technology integration in mathematics. In my previous postings (Planning for Hybrid PD, Follow Up Day 1, follow Up Day 2, Online Community Part 1, Planning for Hybrid PD Part 2), I have been documenting this professional development experience, sharing my planning process as well as what has been happening in the face-to-face and online components as these groups move forward.  The ultimate goal by the end of this process is that these teachers have not only learned the software, but more importantly, have learned  to integrate Sketchpad into classroom instruction to help their students learn mathematics in an engaging way that improves student understanding and achievement in mathematics. 

This week we met face-to-face after teachers had a month+ online to try some activities on their own to help learn the software skills while also doing mathematics.  They are also focusing on Common Core standards and making the connection of those concepts and how Sketchpad can integrate both content and Standards of Mathematical Practice.  There is also an emphasis on pedagogical aspects of integrating the technology with students. This face-to-face meeting was to debrief the online experience and their first integration experience with their students, learn some more software skills and pedagogical strategies, and then prepare for the next online component.

The face-to-face meetings left me feeling very excited about this upcoming month online.  I think mostly because the debrief portion, where participants shared the experiences they had with students as they tried a Sketchpad activity, was powerful.  Some great ideas were shared about using the activities, students reactions, what students learned and said...I think everyone was surprised at their students' ability to engage in the mathematics and interact with the technology so easily,which was refreshing. 

We also debriefed on the online experience itself (responding to discussion forums, downloading activities, navigating the site, etc.), and which I found incredibly helpful because questions came up and were addressed right there and there were suggestions for doing things more efficiently.  It was so nice to see and hear everyone offering each other help and thoughts or commiserating with others.  I think the debrief alone let everyone know they were not alone and allowed me to reinforce the importance of the online discussion forum when we are not face-to-face.  There were still many who were uncomfortable in the online environment who I think now feel more confident in it's purpose.

The rest of our time together (which is only a total of 3 hours) we spent learning some skills of the software, but always in the context of learning math.  My goal is to model a lesson that is teaching content as well as skills (which is so great with Sketchpad lessons), while modeling pedagogical strategies as well. I am very deliberate and transparent in what I do as a means of giving them ideas and helping them consider options that will work well when they work on integrating the technology in their own classrooms.

By the end of our short time together, I felt that there was a lot more camaraderie than previously and most importantly, more confidence and excitement.  They are feeling more comfortable, have some new ideas, and also know that we have the next several weeks to practice and learn and continue to try things out.  Personally, I am absolutely loving the blended learning professional development because it is keeping me on my toes but allowing me to really understand my participants, be flexible and change both the online and face-to-face components to address issues as they arise.  I think leads to the participants feeling excited because there is so much less pressure on them to take what they are learning and be a pro at it right away - the blended learning is giving them bits at a time that they can then practice, try, get feedback on, and gain confidence.  And be ready to learn a bit more online and next face-to-face.

All in all - a very positive couple of days and I am hopeful that our next few weeks online are going to show a growth in the community support and learning from each other.  And that my more reluctant and fearful participants will now have more confidence to try things out.

Planning for Hybrid PD (part 2) - Develop Community and Supportive Environment

In my first posting, Planning for Hybrid PD - Comfort Level and Confidence First I shared my thoughts on how I planned to start a long-term hybrid Sketchpad professional development that is combining monthly face-to-face meetings with continued online learning and support. My first lesson was as follows:

Lesson One: Begin a professional development experience assessing the background skills of participants.Ensure they are given the necessary tools, starting points, and resources to feel comfortable with what they are going to be doing, see the purpose behind what they will be doing, and know where and how they can get continued support.

In my first face-to-face meetings, I did my best to follow Lesson One, assessing the needs, providing the necessary tools,etc. You can read more details about that in my reflection posts related to both the first and second face-to-face meetings (Day 1 and Day 2), as well as the first online unit. I am now planning for our second face-to-face meeting, taking into account the fact that participants have spent the last month learning online, which was a new experience for most.  Not only were they learning the software, but they were learning how to navigate the online course and components, interact asynchronously with others, and try Sketchpad with their students.

From my constant surveillance of and participation in the online course environment, I have gleaned that many participants are still uncomfortable with even the most basic skills of the software and also with participating in an online environment. They are indicating some frustration at learning on their own, and also a bit of trepidation about having to try an activity with their students.  There are also definite indications  several participants in the course are beginning to support each others efforts, offering help and ideas.This is what I think is a crucial component to foster in our next face-to-face - the idea that others in the course, whether face-to-face or online, are there to help, support, and provide guidance as they learn the software and how to integrate the software effectively into instruction.

My goal in the next face-to-face meeting is to provide time for everyone to share their online experience and frustrations, to share their experiences and student work from their first technology integration attempt, and to provide a collaborative environment for everyone to offer suggestions both on teaching strategies as well as online learning strategies.  I think spending the first part of our short face-to-face time together focusing on what worked, what didn't, and getting suggestions and ideas from peers,will allow for a deeper connection to form among participants that will carry over into the online environment. In addition, based on online discussion forum responses, I plan to model Sketchpad lessons both as a demonstration tool and as a pair-learning tool, again, to provide support in areas where concerns were expressed. This will communicate to participants that they are being listened to and allow for some personal interaction among participants as we continue to develop software and tech integration skills.

Lesson Two: Work on building a sense of community and support among participants, where they feel comfortable sharing their struggles, their experiences, their ideas and expertise. Providing a safe environment where it is okay to try new skills and strategies and knowing it is okay to fail or struggle and that others are going though similar experiences, gives teachers confidence to try to change and improve their own practices.

Mandating online learning

I saw this article, "Idaho to Mandate Online Classes" the other day and am just now getting around to responding to it.  Idaho, apparently, has approved the graduation requirement that all students must take two online classes to graduate from high school.

I have to ask - why online?  They say that it is so students can develop skills in that area, which I assume means online learning.  But, I don't know that it requires students taking online classes.  Don't get me wrong - I am a huge advocate of online learning, but not necessarily online classes for all. 

Online learning is NOT the same as taking an online class. Online learning can mean many things - looking at videos, finding resources, participating in online communities, listening to podcasts....I could go on and on. I definitely think all students should be exposed to aspects of online learning when appropriate and when it enhances or extends the learning of a particular content or topic.  An online class on the other hand, is one where there is most likely a grade expectation, reading materials, projects and course requirements, required discussion forums and group work, among other things.  And this is not necessarily a good fit for all students, just as not all students learn well from lecture-only instruction or inquiry-only instruction. 

Online classes, while they are convenient, less costly, flexible, and accessible from anywhere and anytime, are not a good fit for everyone. Some students will actually not do well at all in an online class and it seems ashame to set them up for failure by requiring online classes for graduation. I would hope that Idaho, and other states considering mandating online classes, consider making it an option versus a mandate. Or, if it is a mandate, make sure that the classes are well chosen, that the teachers are WELL TRAINED in online instruction, and most importantly that students have some training with online learning and expectations before the classes begin (with an opt-out possibility).  If not, these types of mandates are doomed for failure.

Is an online degree valued?

Here I go again - reading articles.  This one struck me as it is totally what I am a firm believer in - online learning for adults, which includes online degrees and professional development courses. The article, Technology's Continuing Struggle to Disrupt Higher Education, basically says that online learning has the great potential of providing higher education degrees to more students, but these degrees do not earn the respect they deserve. Because "consumers of higher education use prestige as the signal of higher quality because commonly accepted measures of actual student learning do not exist" online learning is not considered as prestigious or worthy as learning from a 'brick and morter' institution.

I completely agree that this IS the stigma that online institutions suffer.  Unfairly so I think.  Hopefully this will change.  Online learning is the wave of the future and, as someone who would not be finishing my doctorate degree from a 'brick and mortar' institution (The College of William and Mary) without the ability and opportunity (thanks to my professors!) to do much of my final course work online, I certainly think we need to come up with a better system of evaluating the worthiness of online higher education.  From personal experience, most of my online courses were as challenging, if not more so, than my face-to-face institutional courses, so it seems an unfair assumption that just because it's online it's not worthy.  If online learning allows MORE people to get advanced degrees, then we need to reevaluate our idea of what determines a prestigious institution.