Kathleen's Blog
1. Personal experience with technology in education and rating:
Previewing various experiences of technology in education has allowed me to conclude that I possess minimal experience with technology in Education. My personal experience with technology in education is in few areas. The use of online surveys to receive feedback from students is one method used. This method is a faster way to get responses from students where anonymity is maintained and the teacher gets first-hand information of areas for improvement. I recently began sharing my online calendar with students to provide them with the weekly topics which will be discussed during class. Students who view the calendar in advance can be better prepared for class. The majority of my experience with technology in education is the insertion of photos, and use of videos within PowerPoint presentations. I must admit that I did not explore how many options were available when using technology in education. The video presentation is preferred because it diverts the attention of the class activity to get students to focus on another method of learning. Students tend to retain more information if they actually visualize explanations to complex task. I would rate myself 4/10 when compared to the range of technology available in education.
1. Major similarities and differences among Face-to-face learning, Online learning, and Blended learning:
· Similarities: Each mode of learning has the same goal that ensures students receive the best in education, thereby creating an improved understanding of the learning material presented.
· Each method of learning uses summative and formative assessments. Summative assessment is used to measure learning. Quizzes can be given and the teacher provides feedback to students allow the teacher to conduct end of unit quizzes. Assignments can also be given at the end of each module. Formative assessment provides feedback during the instructional process while the teacher instructs the class. It measures student progress.
Differences:
Face-to-Face: The method of interaction allows for immediate feedback. It is traditional classroom interaction.
Students must be in class as scheduled.
Minimum technology is needed.
Students schedule is set by the teacher
There are more chances for interaction
Online Learning:
Students can access course material at anytime
Access to computer is needed
Students must have a basic level of computer literacy
Students set their own schedule
Interaction can be a challenge. Student needs to be self-motivated
Blended Learning:
Both classroom and virtual components are required.
Self-paced however some areas have structured categories of work
Due to the structure, this method can encourage students to participate
Strengths and Weaknesses of each learning mode
Face to Face
Strengths:
Response is immediate. As a result of immediate response, there is improved understanding of the work shared, and the misconceptions can be clarified.1
Encourages social interaction among colleagues, and as a result there is room for improved collaborated learning.5
It is structured. Students remain focused, disciplined, and motivated.6
Weaknesses:
Due to the lack of flexibility of face- to- face learning, it is challenging for students who may be employed, to join the class.
The environment for learning can be costly, since the classroom has to be created.7
Geographical location of class may be suitable only for students who are in certain locations with access to transport.2,9,10,12
Online Learning
Strengths:
Allows self-paced learning according to student’s schedule
Easy access for students in all geographical locations2,9,10,12
Exposure to variety of online learning material which promotes learning4
Weaknesses:
Does not allow much social interaction. Students can feel isolated.4
High level of self-motivation is needed6
Dependent on technology which may not be available to the students2,9,10,12
Blended Learning
Strengths:
It combines virtual and face-to-face3. There is improved participation among students, and learning material can be shared.6
The learning method can be adjusted to meet the students’ needs.8
Weaknesses:
It can be complicated initially to get the process started.3 Classroom and digital tools are required, therefore can be costly.6
Requires dependence on the internet.8
Is any one of the learning mode better than the other? No
Each learning mode is appropriate according to the target audience. When one method works for a group of participants, this method may be challenging for another group. For example, face-to-face ensures communication lines are open, there is room for social interaction, and feedback.13
The online mode can be a live session and meets a wider group of participants.2,10,14
Blended mode aims to combine both methods3,8, thereby meeting participants from varying angles.
REFERENCES
1.Reichelt, M. (2021). The impact of traditional classroom learning on student engagement. Journal of Education and Learning, 10(2), 55-70.
2.Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group.
3. Graham, C. R. (2019). Current research in blended learning. In M. G. Moore & W. C. Diehl (Eds.), Handbook of distance education (4th ed., pp. 173-188). Routledge.
4. Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4), 51-55.
5. Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn & Bacon.
6. Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online leaning: A meta-analysis and review of online learning studies. U.S. Department of Education.
7. Bernard, R. M., Abrami, P. C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., ... & Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74(3), 379-439.
8. Garrison, D. R., & Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7(2), 95-105.
9. Picciano, A. G., & Seaman, J. (2009). K–12 online learning: A 2008 follow-up of the survey of U.S. school district administrators. The Journal of Online Learning and Teaching, 5(2), 5-23.
10. Allen, I. E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Sloan Consortium.
11. Graham, C. R. (2006). Blended learning systems. The handbook of blended learning: Global perspectives, local designs, 3-21.
12. Bao, W. (2020). COVID-19 and online teaching in higher education: A case study of Peking University. Human Behavior and Emerging Technologies, 2(2), 113-115.
13. Barkley, E. F., Cross, K. P., & Major, C. H. (2014). Collaborative Learning Techniques: A Handbook for College Faculty. John Wiley & Sons.
14. Anderson, T. (2008). The Theory and Practice of Online Learning. Athabasca University Press.
Hello Kathleen. Thank you for sharing. It is true that no mode of learning is particularly better than the other. However, personally, I prefer the online method, as it is most convenient for me. Hope to read more from you soon.
ReplyDeleteHi kathleen ,thanks for sharing .Very informative
ReplyDelete