I read the article, Synchronous Learning: Is There a Future, by Martin Sivula primarily as the title had caught my eye. After all I teach online synchronously and wondered about Mr. Sivula's perceptions about the future of synchronous learning.
There were pertinent points that were made in the article about online learning which I believe apply to both synchronous and asynchronous environments even though the focus was synchronous.
What I found was that the overall focus or foundation of the article was about using a hybrid solution as defined by Horn and Staker (Horn & Staker, 2015) to support continued use of a traditional lecture teaching style in higher education. The researchers used a service called Wimba which is essentially a video conferencing platform combined with Blackboard Collaborate, an online learning platform.
In Horn and Staker's definition they define a Hybrid solution as one that "marries the old technology with the new that will create a best of both worlds combination" (Horn & Staker, 2015, p. 70) which I believe is not the case in this situation. As Bligh, in his book, What's the Use of Lecture's wrote, "The lecture is as effective as other methods for transmitting information" ( Bligh, 1972, p. 3). He also went on to write that lectures weren't as effective as other methods for promoting thought, changing attitudes, and inspiring interest in the subject. My understanding is that education of the future is less and less about acquiring information (which gets forgotten) and more about teaching thinking and research skills. So really, why would we be wanting to bring in technology to prolong the use of a teaching medium that appears to be less and less relevant.
Isn't it time to let go of convention and history and support more effective means of teaching in education, especially higher education?
References
Bligh, D.A., (1972). What's the use of lecture's. San Francisco: Jossey-Bass.
Horn, M.B., Staker, H., (2015). Blended: Using disruptive education to improve schools. San Francisco: Jossey-Bass. Kindle Version.
Lee, M.K.O., Cheung, C.M.K., & Chen, Z. (2005). Acceptance of internet-based learning medium: The role of extrinsic and intrinsic motivation. Information & Management 42, 1095-1104.
Shi, N., Du, C., Jiang, X., and Bin Saab, H. (2011). Online versus face to face college courses. MBA Student Scholarship. Paper 1. Johnson & Wales University, Providence.
There were pertinent points that were made in the article about online learning which I believe apply to both synchronous and asynchronous environments even though the focus was synchronous.
- Many students prefer face-to-face instructor led courses to online (Shi, Du, Jian & Bin Saab, 2011).
- When students perceive increased usefulness and enjoyment in an online environment they are more likely to use it (Lee, Cheung & Chen, 2005).
- The easier students perceive the learning curve and simpler the online environment to use, the more willing they are to try it.
- Instructors should take training to become more proficient with the technology, which will increase students willingness to take online courses.
- When students are provided training in online environments they are more likely to use online courses.
What I found was that the overall focus or foundation of the article was about using a hybrid solution as defined by Horn and Staker (Horn & Staker, 2015) to support continued use of a traditional lecture teaching style in higher education. The researchers used a service called Wimba which is essentially a video conferencing platform combined with Blackboard Collaborate, an online learning platform.
In Horn and Staker's definition they define a Hybrid solution as one that "marries the old technology with the new that will create a best of both worlds combination" (Horn & Staker, 2015, p. 70) which I believe is not the case in this situation. As Bligh, in his book, What's the Use of Lecture's wrote, "The lecture is as effective as other methods for transmitting information" ( Bligh, 1972, p. 3). He also went on to write that lectures weren't as effective as other methods for promoting thought, changing attitudes, and inspiring interest in the subject. My understanding is that education of the future is less and less about acquiring information (which gets forgotten) and more about teaching thinking and research skills. So really, why would we be wanting to bring in technology to prolong the use of a teaching medium that appears to be less and less relevant.
Isn't it time to let go of convention and history and support more effective means of teaching in education, especially higher education?
References
Bligh, D.A., (1972). What's the use of lecture's. San Francisco: Jossey-Bass.
Horn, M.B., Staker, H., (2015). Blended: Using disruptive education to improve schools. San Francisco: Jossey-Bass. Kindle Version.
Lee, M.K.O., Cheung, C.M.K., & Chen, Z. (2005). Acceptance of internet-based learning medium: The role of extrinsic and intrinsic motivation. Information & Management 42, 1095-1104.
Shi, N., Du, C., Jiang, X., and Bin Saab, H. (2011). Online versus face to face college courses. MBA Student Scholarship. Paper 1. Johnson & Wales University, Providence.