On-line Learning: Counting the Costs
With the changing pace of the educational system in the state of North Carolina, on-line classes are growing in popularity. Traditional school concepts are morphing into modern learning communities via increased use of the internet. However, despite the benefits of on-line learning, several concerns continue to plague the system. One of these concerns is the developmental readiness of the students participating in such classes. Are the students’ reading skills proficient enough to handle the expectations of the coursework? Do students possess enough self-discipline to successfully complete the course requirements? Can an auditory learner be successful in an on-line class? Can subjects such as math, chemistry, or theater arts be effectively taught on-line?
When considering the use of educational technology, teaching, and learning, school leaders must consider several implications. Not all stakeholders can or will be successful in on-line classes due to the level of commitment, structure, and self-discipline that is required. Educators teaching on-line classes must buy in to the concept of on-line teaching, and receive an adequate amount of training in order to make the program successful. Students must be carefully selected to make sure that their academic needs are fully realized. Finally, parents must commit to providing support and direction needed to guide student learning. In short, for on-line classes to be successful in the public school setting there must be collaboration and dedication from all parties involved.
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The yen and the yang of online classes:
The efficiency of online classes is perhaps the most significant benefit in terms of student and instructor time, and in maximizing the use of classroom buildings.
The downside centers on the different learning styles and needs of students. Some students need the F2F interaction of the traditional classroom setting. This is why we have committed to “hybrid” online classes in the MSA Program. In addition, we feel strongly that if we are to teach, train, and evaluate future school leaders, then we need to “see” these students communicating and interacting with other people! I do not think we can adquately evaluate “leadership” abilities and skills completely in online environments.
Howard Coleman
The hybrid on-line courses offered at the univerity level appeal to so many students because of the flexiblity they offer. For students who are working full time or commuting from other counties, this type of learning permits full-time enrollment which may not otherwise be feasible. It’s nice to be able to complete the majority of coursework on-line, yet still be able to touch base with the instructor during the F2F meetings.
The “hybrid” online classes are truly beneficial for programs, such as the MSA program and others that have a concentration in leadership. A leader, of any sort, has to be able to communicate, both verbally and non-verbally, with others. These essential skills of communication can not be fully developed, nor can they be fully displayed in an online setting. However, there are degrees of study and disciplines, such as computer science, history, technology, etc. that could be fully taught, online. As leaders in the field of education, we need to be open and receptive to various options and technological resources that are available to accommodate the needs of students.
Online educational programs provide resources available to a larger population than a physical location for a class would. Use of the internet could / should support a global exchange of ideas that might not be possible in the regular classroom. Technology is promoting student growth and professional growth in various educational settings. One potential benefit is life long learning for self and others.
I have to agree with the consensus here that the “hybrid” mix offered by the MSA program at UNCW seems to be the correct model. There absolutely has to be some level of face to face interaction. I believe Jackye said it best when she commented that a quality administrator needs to interact both verbally and non verbally. The hybrid addresses this in a way that requires the student to be fluent in all forms of communication.