Distance Learning
1. Dreyfus poses important questions on page 32: “Can distance learning enable students to acquire the skills they need in order to be good citizens skilled in various domains? Or, does learning really require face-to-face engagement, and if so why?”
The internet is an educational technology. So is the OHP and the chalkboard and the IWB and the pencil was too. We didn’t think they were going to FIX education! But they certainly enhance educational experiences and in some cases- revolutionized education.
The internet will not fix schools. Hyperlearning has changed the way we interact with people- some of the time. I think Dreyfus is vague when he says ‘many influential people in the US believe that the internet will solve the problems of our current educational system”. Who really thinks that? I believe that these ‘influential people’ believe that the internet will transform education, will alter it, enhance it but fix it? The internet is not a band-aid for a failing school system that ignores socio-economics. Distance learning is not ‘an efficient email system linking teachers, administrators and parents” rather, good distance learning involves feedback/coaching, knowledge building, constructivist learning techniques, inquiry, critical thinking and interaction- all the same principles that work in a well-oiled classroom. Distance learning CAN enable students to acquire the skills they need to function in the 21st century but ideally with a portion of the course requiring some f2f time whether it be interviewing people, visiting places or checking work with a friend. Ultimately, students would be best served by a blended approach to education. Different learning styles, different teaching pedagogy and different media. With live streaming and all the internet affords the only thing missing in an online learning environment is the f2f social aspect. Ultimately, a motivated learner (through provision of engaging tasks and learner centered approach) will learn whether in an online or f2f learning environment. But since when does one size fit all? Best of both worlds I reckon.
2. What are your responses to these questions in light of your own experiences as a student and teacher and as a participant in this course?
I love distance learning. I thrive in this online learning environment because I can select when I complete my readings/communication/dialogue to a greater degree than in a f2f environment. I have developed skills and learned techniques/tools and theories through the design of the courses and the interaction I have had with the diversity of expertise in my classmates. I do feel part of a community of learning. Questions get answered, feedback is given, inquiry is encouraged, knowledge builds and assignments are co-constructed- I have never felt more accountable as a learner. MET instructors provide some personal feedback but I think this could be significantly improved in some courses. As an adult learner 100% online learning suits me just fine, but if I was a parent I’d want my children to have both. The social and emotional intelligence that results from being nurtured in a f2f classroom cannot be replaced. “How much presence can telepresence deliver?” is an excellent question- I can see, hear, learn from what I do online. I can interact with experts synchronously and asynchronously. Really, the only thing I can’t do is touch my classmates…Is that a bad thing?J
“Distance apprenticeship is an oxymoron”- I suppose that is true for some contexts. The real hands on traditional types of apprenticeship- but then we aren’t talking about a traditional classroom so it isn’t a fair comparison. Ie. Carpenters need to practice with wood- they can do all of the observing, modelling etc. online but they need to practice with wood, doctors need other people to fine-tune their practice- both as patients and mentors. I suppose you could even mange that online- if synchronous video streaming was involved. The benefits of telelearning for education in the arts and humanities are endless (digital texts, Web 2.0, wikis, blogs, webpage design, webquests, virtual field trips, communication with experts, exposure to other POVs) but there are undoubtedly challenges (connectivity, financial distribution of education funds, time, consistent interactivity and feedback, teacher-student ratios). The golden egg is incubated by good instructor facilitation and student engagement regardless of the medium.