In EdTech we recently looked at “Distributed Learning”, though I’ll refer to it as online learning for the ease of understanding of this blog post.
For me, my introduction to online learning was in my grade 11 year of high school. My schedule was full and I had to choose between taking a creative writing class and social studies 11, which at the time was a mandatory class with a provincial exam. I chose creative writing and planned to take social studies 11 online. It was very quickly that I learned that online learning is not my forte. I had trouble keeping my motivation high and quickly fell behind in my work. I ended up withdrawing from the class and completing social studies 11 in my grade 12 year.
And so, my bias against online learning began. In my undergrad and master’s, I took only in-session classes, but some had online components. Never again did I venture willingly into the online learning realm.
In applying for the PDPP, I had to take a Canadian Studies class as I had not taken one in my undergrad. I had few options in the timeframe given before the application was due, so I took a class through Athabasca University. While the material was interesting, I struggled with the way the class was taught. I felt that my instructor was treating the class as a side-project and they gave me no feedback on my work, and in one case, I received a mark for an assignment I hadn’t even submitted yet. So, where I had struggled in high school to keep my motivation up, I felt the same was true for this instructor. They didn’t care as much about this class because there was no face-to-face option.
However, last week’s EdTech class has helped significantly to shift my perspective. While I still stand firmly against entirely online classes with minimal interactive components (e.g. blog posts and responses as the sole method of interaction), I have come around on blended or more interactive models of online learning. With advancing technology, as well as the increased accessibility of high-quality technology, it is easier than ever to be interactive online. Being able to learn in a “class” where video conferencing is used and at least a modicum of human interaction is achieved can greatly increase both the effectiveness of online teaching/learning and the availability of educational opportunities.
Where online learning is most salient is when there are no other options. For people in remote communities away from traditional learning facilities, or for people wishing to learn something that is not offered near to them, or for people with complex schedules that make traditional learning difficult, online learning shines. And such, my mind has been swayed.
