Ever since I started working in the design of online courses and began teaching online, I have heard that online courses are sub-par, difficult to use, boring and ineffective compared to traditional face-to-face courses. There are lousy online courses, and there are lousy face-to-face courses. Research has shown over and over that there is so significant difference in learning in a good online course and a good traditional version of the same course.
But myths still exist and I still see posts about debunking online learning myths. In one post from glassdoor.com (an online job search site) they list four "myths."
Myth #1: Instructor-led training is the “gold standard” for every learner.
Not everyone learns well online, but for some people it is actually a better delivery system. One advantage online is that learners control the pace of learning. That helps slower and faster learners.
Myth #2 Online learning’s primary purpose is to serve scale, not individuals.
Although online platforms are ideal to train a large group of students or workers -hence the growth of MOOCs - individuals can benefit. When it is done well, online learning can be mapped to the learner.
Myth #3: Online learning creates a lack of accountability for the learner.
Measuring "engagement" has become a focus in the past decade. One kind of accountability is keeping learners engaged. I have always found that I can more easily monitor my online students engagement (readings, discussing, submitting small and large assignments etc.) than keeping track of a class of on-ground students.
Myth #4: Instructor-led training is more social and better leverages social learning.
As the article notes, "Online learning is optimized for social learning—especially when it matters. In a traditional classroom, learners interact with a handful of peers during discussions and often practice skills in small groups or in pairs. In addition, they may get a smidge of personal interaction with the instructor. In online learning, a cohort of learners can discuss the application of a skill in social threads. When a learner practices a skill, they do so for the rest of the class to observe and provide feedback. Conversely, learners can also see how the other members of their cohort apply the same skills. Rather than seeing a partner demonstrate the behaviors, they see how everyone in the class approaches the skills—allowing them to pick up even more social nuances than they might in a classroom. Rather than a handful of social exchanges, online learners experience dozens and dozens of interactions."
TrackbacksTrackback specific URI for this entry
The author does not allow comments to this entry