Learning the basics of online learning
Before enrolling in this online media studies program, I had a very limited exposure to virtual learning environments. My first semester at The New School was spent studying sociology at the School for Social Research and one of my classes had a small online component, which I found to be quite challenging. Our professor created an online forum for class discussions and made weekly contributions a course requirement. To be honest, I was very annoyed at the whole process and didn’t understand why I had to bother navigating blackboard which, at the time, wasn’t the most user-friendly service. Since then, I’ve obviously had a lot of experience learning online and I’m quite satisfied with the results.
My first semester of online classes was conducted entirely on blackboard and I was initially quite skeptical about the effectiveness of the platform. Once I became a bit more familiar with the service, however, I found that online learning came quite naturally. Of course, I think it takes a certain kind of student to succeed in a virtual learning environment, as it requires a much more proactive approach to one’s education.
Looking back at my course history, I wish I had enrolled in this class my first semester at the school (I’d even argue that this course should be a requirement for first semester online students). Based on this first reading by Harasim, which alleviates any uncertainties about the quality of online classes, I think this class (meta-class?) is extremely important for online students so that they can understand the method by which they are learning (it was especially fun to learn about The New School’s pioneering effort in early online education).
As Harasim states, there are many benefits to virtual learning environments. For one, participation rates are extremely high; based on the study of 64 schools, 85% of students logged in at least 5 times per week and 81% of all students posted at least three messages per week. When I compare these results to my own experience in onsite classrooms, where only 3 or 4 students regularly contribute to class discussions, sometimes even dominating them, I find online learning to be especially advantageous. And according to Harasim’s piece, many professors agree.
That being said, I do find myself longing for live interaction with my peers. I think that no matter how technology advances, there will always be something lost when people can’t personally engage each other, face to face. While Harasim states that many professors reported knowing their online students as well, if not better, than their onsite students, I generally find myself feeling a bit distanced from my instructors. A slight exception to this was a class I took where the professor posted some video lectures and assigned projects that required students to verbally record responses to class work. Just seeing and hearing my professor’s lecture, even if it wasn’t a live discussion, was enough to make me feel a bit more engaged in the class. Also, hearing my peers critique my work as opposed to reading their written comments gave me a stronger feeling of connection. Perhaps these are the small “human elements” online classes need to incorporate to realize their full potential.
Last 5 posts by Jonathan
- Final Blog Entry: Group 2 (Metaplace/Fractor) - July 29th, 2009
- Group 2 Fractoplace - July 26th, 2009
- Fractor/Metaplace Wiki - July 21st, 2009
- first Moodle impressions - July 14th, 2009
- gaming for education - July 6th, 2009
June 10th, 2009 at 3:05 pm
You’re in luck! We’re going to be using Seesmic, which enables threaded video blogging, for some of the class discussions. I think it’ll give you that f2f-ness and richer connection that you’re seeking. Check out a past discussion with guest speaker Fred Benenson from Creative Commons.
June 10th, 2009 at 3:14 pm
I also had my first introduction to an adjunct online component here at the New School. Online discussion contribution was a requirement for both Understanding Media Studies and for Media Studies: Ideas, two classes I took during my first semester, and I found that I took far more value out of MS:I than I did out of the UMS forum. For me, when there is a statute for postings that requires a student to follow an inflexible, rigid format such as “post this many times and reply to this many students and make sure it is as least so long” or something of the like, I find myself less willing to post and contribute to the discussion, feeling like I am forced into busy work.
My MS:I class included an adjunct online requirement, but the professor emphasized that online participation was encouraged, not required. Our professor said it would be a part of our grade, but he wouldn’t be counting the number of times each person posted, which was a good thing, since not everyone was interested in or had something of value to say about every single subject. Our professor would require that we posted no later than a certain hour so that he could print out our comments and bring them up in class if he thought there were interesting points to be made that might have otherwise been forgotten.
I think that when adjunct online discussions are required, a core of students will ensure that the discussions stay relevant as long as the professor allows as much freedom for discussion as she/he does in the classroom setting. Professors do not normally impose a word limit on student’s oral comments or insist that they follow a two paragraph format when speaking, so why should these same limitations and rules exist in an online setting? I understand that this is a good way for professors to ensure and monitor total class participation, but is it effective in encouraging wholehearted participation?
June 10th, 2009 at 3:16 pm
Oh yes, and I was also thinking about the fact that this is most certainly a meta-class. Good call, Jon!
June 10th, 2009 at 4:11 pm
You make a really good point Katharine about the fact that Professors do not place participation restrictions on oral comments so why should they in a virtual environment. I do think that the forced participation is stifling and that there are better ways to encourage class participation. If you have something to say then say it. But if you really have nothing to contribute to the subject matter I don?t think it should be penalized. Otherwise I find myself writing something just to meet the participation requirement and usually it?s just a bunch of BS anyway.
June 11th, 2009 at 12:22 pm
Thanks for the comments, everyone! I agree with both of you that putting a posting requirement, well, sucks. But I also think that it’s a very motivating factor for students to learn and read the material. I’ve found that it’s very easy to let yourself skim over important materials when you know that you won’t be directly approached by a professor about them. As long as the posting requirement is reasonable, I think that most students who have read lectures and assign works carefully can find a few insightful things to write about. Of course, it’s the teacher’s responsibility to pick interesting and engaging discussion topics that appeal to a wide range of students. In short, I think it’s definitely a “meet me half way” scenario between students and professors in an online format.
June 11th, 2009 at 12:27 pm
Thanks for that link Josephine! It seems like that Seesmic software is, in two words, fantas tic. It looks much more developed and user friendly than what I used in my previous class, so I really look forward trying it out. And I agree, I think that this will be a great asset to the class dynamic!
June 12th, 2009 at 12:02 pm
Thought I would add here that I too feel strongly about posting when you have nothing but BS to contribute. There were times last semester during my economics course online where I felt clueless to some subjects that were discussed, yet extremely engaged and thoughtful towards others. Still, I had to contribute to each conversation somehow to keep up with participation. When that happened, it was clear that I was just saying things for the sake of saying them. I wonder what methods would work better for something like this- where students feel passionately and knowledgeable on certain subjects, but not so much with others?
June 14th, 2009 at 1:22 am
In my past online discussions where I didn’t feel interested in a weeks topic I would just changed the subject. I would find something in the weeks material that related to something I was more interested in and shift into that. Its better than BS and still required an understanding of the original material.
June 15th, 2009 at 4:49 pm
My own opinion is that whether one is taking a class online
or in-person, it depends on the participants in the course—students
and teacher. If the participants put a great deal of effort into
making the course successful, it will be. If they don’t, it won’t be.
I think it is that simple.
June 19th, 2009 at 5:45 pm
I agree with the comments made previously. The time and effort are the key terms that determine the level of education but interest and the external elements are also a part of the process.
The amount of knowledge, experiences and information one is exposed to also has a great effect on the absorption of the new bits and pieces of knowledge and information.
It is a bit like building a wall. You start from the bottom by laying down the first rows of the bricks and continue to build the wall by putting the bricks together in a systematic structure one by one, line by line.
Having a solid background and a foundation is very important for the development and for the educational processes to work at their best for the individuals.
There can be a very complicated structure of information out on the web or in the books which can seem to be too complex to comprehend without a specific focus or area of concentration therefore as a massive source of knowledge, comments and data the web can seem to be a sea in which it is very easy to get lost but if there is a clear question or plan of thought to apply to the vast amount of data, it becomes resourceful and helpful.
I think the most effective approach to the virtual learning experience is to keep a specific focus. One can find too much distraction and variation in the virtual environment therefore it can also bring some negative aspects of the thought processes in to play. It is sometimes like going into the shopping mall or the store without a specific idea in mind. If you go shopping without a plan or a list of materials and products to get you might find yourself examining every different brand’s ingredients or trying everything on and exploring the store all day long. Therefore I think it is good to have a specific target or a general idea of what to look for in the virtual spaces as well.
I think the virtual courses can and do help the individuals to pay more attention to certain ideas, media and information. It is also very crucial to play, surf, experiment and explore new areas of interest that might not seem to be the designated target because by being more flexible and open to new ideas and views one can establish a more sophisticated intellectual capacity.
Playing, practicing specific productive, creative and imaginative games and exploring new ways to use our bodies and minds expend our vision, innovativeness and imagination. Inventing new games to play also helps individuals to communicate and share better. When we examine the babies or the children we can clearly see how this mental process improves social skills, psychological development and communal advancement through innovation and imagination.