Different Moral Rules to Assess the Efficiency of Online Teaching to the Distance Learners - Research Paper Example

 Are Online Courses Taught Responsibly? Introduction In the modern society, there is great technological advancement in scientific innovations. These innovations are necessary because they are useful in various sectors of production for increased output and efficiency in production of commodities (Howar, Schenk, & Discenza, 2004). Innovation is a vital tool for solving various economic problems encountered in the society. The advent of information communication technology (ICT) in various governmental and non-governmental institutions across the world has resulted into dislocation of various activities (Bates, 2005). One of the areas where it has exerted great changes is in education whereby, learning activity has changed from more interactive face-to-face learning to a less interactive online learning environment also referred to as e-learning (Sandel, 2007). This form of training is gaining popularity across the globe due to increasing use of internet and need to streamline the flow of information in all sectors of the economy. This has resulted to student’s reliance on computer from their own places of convenience as opposed to classroom culture where students interact with their teachers and their colleagues (Tait, 2003). However, this approach of teaching has raised concern of morality regarding the competence and fairness of online tutorials in fulfilling the essence of learning to the students. This system may still disadvantage some learners who may lack access to online tutorials due to high cost of connection and other materials (Howar, Schenk, & Discenza, 2004). This study will focus on different moral rules to assess the efficiency of online teaching to the distance learners. Education should contribute to equality of all students from various backgrounds by making it available and affordable to all. “Utilitarianism theory of ethics,” requires individuals to k\make their own decisions based on what they consider best for them (Sandel, 2007). Therefore, individuals can chose between online and classroom approach depending which method will satisfy their needs best. Electronic learning offers equality to many families as opposed to traditional methods of attending their studies in a classroom (Bates, 2005). This is because all students face equal treatment in case of online learning and is not biased compared to face-to-face learning where students attend different learning institutions based on their social status (Tait, 2003). However, this may turn out to be inaccessible by some students who cannot afford to pay for the services. Traditionally, students who come from rich families are the ones who can afford to attend those superior first class learning institutions, which are equipped with all facilities that offer effective learning (Bates, 2005). On the other hand, students from poor background cannot afford to attend such institutions. As a result, they end up in underdeveloped schools located in remote areas (Sandel, 2007). Consequently, some of the students in those institutions consider themselves unfortunate and unlikely to compete with their colleagues from institutions with better facilities (Cleaveland-Innes, 2010). This creates elements of discrimination and inferiority syndrome. Therefore, with students taking their causes online, they all feel at par with their colleagues and this gives them spirit of contentment, which may result into improved performance (Howar, Schenk, & Discenza, 2004). As a result, online training seems to offer a more responsible learning because it gives the students equal opportunities to exploit their skills and fulfill their goal of attaining good life. The traditional method of learning is advantageous in the sense that it brings together people from diversified background (Sandel, 2007). This result into interaction hence students get to know each other closely and consequently creates peace and unity. People from different background have different life styles. Therefore, when they come together this becomes strong peace building blocks, as they learn to respect each other and appreciate their differences (Bates, 2005). On the other hand, online learning isolates learners hence hindering them any opportunity to interact face to face. This results to inexperienced graduates with good grades but lacking cultural tolerance (Tait, 2003). Therefore, this diminishes the competence of online training because graduates lack experience on how to interact positively with their colleagues at their places of work after they have completed their studies. In a learning environment, trainers should provide an alternative means of helping students who are slow in learning, and help them to learn at their own speed, until they get at par with others (Howar, Schenk, & Discenza, 2004). It should encourage them to learn more so that they can fill up any knowledge gap. As opposed to face to-face method of teaching where students converge in a controlled environment, today, the learners are able to learn from anywhere as long as they can access internet (Cleaveland-Innes, 2010). With reduced interaction between teachers and learners, it is difficult for the teachers to know those students with special needs. In an ideal situation, the government controls most of the learning activities in the nation. They supervise teachers and learning materials used by the teachers and students. They ensure that what teachers teach their students is relevant and creates competence (Bates, 2005). The state also ensures that all learning facilities are available for all students and will try as much as they can to avoid disadvantaging anyone. However, “Aristotelian theory” emphasizes on individuals selection of what is good for them (Howar, Schenk, & Discenza, 2004). What is important is for the learners top achieve satisfactory results. People should therefore make informed decisions and ensure that their engagement in online training will help them achieve their targets. The main goal of any learning activity is to acquire relevant knowledge and skills to provide coping mechanism in overcoming real life challenge (Cleaveland-Innes, 2010). Whether the learners attend the normal classroom environment or whether he or she decides to learn through online, what matters is to attain the end goal (Tait, 2003). Online learning encourages scholars to put more effort in responding to the teaching of their tutors and ensure they are punctual so that they do not miss any lecture. This equips them with skills on how to plan for their own time. This has shaped the students to be good time managers (Bates, 2005). Such students will not find it hard to cope in their working environment where, every individual is required to perform his or her at their convenience (Wemiray & Sharma, 2009). In the classroom environment where students get used to following teacher’s instructions all through, this may be problematic when students are set free to make their personal judgment. Responsible teaching should motivate learners to discover more things in their own. It is not always good for the teacher to give their students all the content they need (Tait, 2003). This is the main reason for assigning students some tasks to research on various issues so that they become dependable after they have completed their studies (Sandel, 2007). In face-to-face learning setup, teachers do more work for the students because they depend on textbooks and other sometimes out-of date materials, which teachers have to supplement with current information to suit the learner’s requirement (Cleaveland-Innes, 2010). However, with the advent of online learning, students are more active in research as they strive to supplement tutors information with other contents from the internet. Students are able to acquire the most current information about things, which occurred as long as a few hours ago (Howar, Schenk, & Discenza, 2004). This is working well in equipping scholars for the modern job opportunities, which require people who can be able to diagnose current problems and synthesize solutions to those issues. This method has an additional advantage in the sense that learners are acquainted with various methods of data collection and analysis using modern computer software to arrive at more accurate information (Tait, 2003). They also use video and tape recorder, and other storage devices to collect and store data and these characteristics of organizations environment (Tait, 2003). In face-to-face learning environment, teachers play different roles apart from just teaching. They offer guidance to students in their learning activities. In addition, they share with students what no one else can have time to discuss with them, including their parents (Simonson, 2003). For example, they teach their clients different mechanisms of coping with life like how to manage stress or even how to behave responsively in the community. These issues sometimes are introduced in class to break monotony or at the beginning of lessons so that they can attract attention of the students (Bates, 2005). Through face-to-face interactions, tutors also are able to identify learners with special needs in class either academic or personal problem and is able to help them overcome those challenges (Howar, Schenk, & Discenza, 2004). On the other hand, online studies have done away with this kind of assistance by distancing the learners with their colleagues and teachers. This has consequences because many scholars will lack life skills to mange stress, and cope with other challenges in life. Many students are likely to suffer fatigue because they have no skills to manage their lives properly (Cleaveland-Innes, 2010). Therefore, learning means much more than just achieving good grades in class and graduating at the end of the course of study (Wemiray & Sharma, 2009). It requires one to acquire other life skills, which make him or her complete person who can handle different life issues. Another important aspect of responsible teaching is for the teachers to comprehend the content of what they want their students to know. This is important so that they can be able to convince their listeners that what they are teaching is of essence to them (Howar, Schenk, & Discenza, 2004). Through online teaching, teachers have a focus and tend to attract the attention of the learners to what they are teaching. For teachers to apply online teaching methods effectively, they have to simplify their work as much as they can so that they make their experience with learners a success (Simonson, 2003). According to “utilitarianism theory” “end justifies the means.” Therefore, learners should ensure that they take decision that will help them achieve their goals in the best possible way (Cleaveland-Innes, 2010). The organization of online content is precise to help tutors save time and improve the understanding of the learners (Bates, 2005). Learning involves use of both oral and body language. Teachers should be able to learn the body language from the students, which may help them to know whether the learner has understood, or whether they need special help (Bates, 2005). Sometimes when students encounter hard concepts, they may never say it verbally but instead, they may express themselves by keeping quite where they were required to talk, or they may alter words, which are meaningless and so on. Through online training, tutors are able to understand the needs of the students from the chats in communication forums (Howar, Schenk, & Discenza, 2004). Tutors spend a lot time responding to students’ posts on the forums, or emails, and therefore improving the rate of interaction between the teachers and the scholars (Peters, 2001). Teachers also send assessment tests to the students through emails and forums. Once they have completed working on them, they reply to the tutors for correction (Cleaveland-Innes, 2010). These activities have increased the level of interaction among students and teachers; hence, teachers are able to understand those students with special needs and help them to get amicable solutions (Bates, 2005). In doing so, online learning is able to fulfill the purpose of learning to students. According to Tait (2003), communication between students and the teachers is an important aspect in learning. Students should acquire the best communication skills from school, which will help them later after they complete their studies. Having the best communication skills also improves learning because, students van effectively express their views and opinions (Howar, Schenk, & Discenza, 2004). In a classroom environment, teachers engage students in interactive sessions of asking questions and answering them orally. When the teacher realizes that a student’s is weak, he or she can work hard to help them improve these skills (Tait, 2003). Through online tutorials, teachers are also achieving this important element of learning. Teachers encourage students to meditate on what they learnt to provoke their thoughts (Bates, 2005). They are taking time to discuss with students through forums for discussions, by use of emails or video conferencing. This form of information exchange equips students all round because, they are required to think faster and give feedback (Tait, 2003). In addition, the learners respond by giving through writing, videos, and word of mouth conversation (Howar, Schenk, & Discenza, 2004). Therefore, through online learning, students are able to become fully knowledgeable in communication skills, which include listening and writing. Online tutors are also encouraging the learners to keep in touch with one another through discussion forums thus improving interactions between among them (Wemiray, & Sharma, 2009). Another purpose of learning is to be able to internalize data available in various sources to obtain information relevant for a particular situation (Peters, 2001). With the use of internet and knowledge acquired through online learning, students are able to research on various topics from internet experience (Cleaveland-Innes, 2010). Since they have experience with internet content, they distant learning students have no difficulties in looking for relevant information from various locations. After all, whatever materials they access through internet is more current than what their counterparts use in the classroom setting (Tait, 2003). These materials are up-to dated with current technology, which is also one of the core reasons of learning, which to acquire new knowledge. Regardless of the method used in imparting knowledge to the students, it is important to put into consideration the extent to which the method used fulfills the essence of learning (Wemiray & Sharma, 2009). Use of online method should promote justice for all learners by ensuring all necessary materials are available for all (Peters, 2001). The quality of training offered should also meet learner’s needs by imparting knowledge and skills necessary for industrial application (Bates, 2005). Teachers should promote cross-cultural interaction among online students and improve teacher-student interaction. They should also solve the all the needs of the students amicably including those of students with special needs (Cleaveland-Innes, 2010). Teachers should therefore improve the online learning activities to be a better alternative to face-to-face teaching that meets all-important aspects of learning (Simonson, 2003). Reference Bates, T.,(2005). Technology, Distributed Learning, and Distance Education. Routledge, London. Cleaveland-Innes, M. F., (2010). An Introduction to Distance Education: Understanding Teaching and Learning in a New Era. Taylor & Francis. Wemiray, U., & Sharma, R., (2009). Ethical Practices and Implications in Distance Learning. Global Snippet. Howar, C., Schenk, K., & Discenza, R., (2004). Distance Learning and University Effectiveness: Changing Educational Paradigms for Online Learning. Idea Group, Inc. Peters, O., (2001). Learning and Teaching In Distance Education. Routledge, London. Sandel, O., (2007). Justice: A Reader. Oxford University Press, New York. Simonson, M. R., (2003). Teaching and Learning at a Distance: Foundations of Distance Education, Prentice Hall Tait, (2003). Rethinking Learner Support in Distance Education: Change and Continuity in an International Context. Routledge, London. Read More