Do Students lose more than they gain in online writing classes - Essay Example

Do Students lose more than they gain in online writing classes? The article, “Do students lose more than they gain in online writing classes?”, By Kate Kiefer depicts the persistent debate among scholars who support the traditional writing and those that support the modern online writing pattern. Traditional writing constitutes teacher-student and student-student interaction. Kiefer argues that online writing classes often fail students because the interactions in the platform are mainly textual. While Kiefer’s arguments may be valid, I am of the opinion that online learning is of increasing importance in supplementing and exceeding traditional learning. In the chapter text, Keifer writes, “questions about the efficacy of online education have been ignored in the face of pressures” (Keifer, 2007, p. 142). I am in agreement with the author’s statement that the schools, confronted by rising intake of students and governmental pressure, have been under pressure to embrace online learning. However, such efforts, to provide alternative models of learning, should be guided by efficiency and not by the current boom in student populations. Globally, few learning institutions with online learning programs have integrated efficiency of content delivery in their e-learning approach. Kiefer identified three deficits in the online writing system that makes it a less desirable learning platform. One of these deficits is the nature of the classroom software. It feels that the author has overly criticized the role of software in a classroom. A good quote is, “We have all had moments when we question why technology, especially software seems to distract energy away from the focus of our work as writers and teachers” (Keifer, 2007, p. 148). The author sees that technology disguises the interest of students in coursework and that through an online platform; students can pretend to be engaged in the learning process. Kiefer also critiques software used in online writing, citing that such software is not developed with the writing teachers in mind and does not provide for interaction between the students. While this may have been true when the article was written, this no longer holds today. Modern learning software has numerous features. These features include interactivity, user friendliness, support for different media, testing engines, and socializing tools all at an economical cost. As more software is developed, all of the authors concerns on the inability of software to supplement learning will be addressed. I feel that, the author might be wrong by stating that technology acts as a distraction. Technology is an important tool with the potential to increase productivity, improve socializing, ensure faster information flow and access and enhance efficiency in almost all areas. While research has shown that learning outcomes are reduced when technology is involved (Gerow, Galluch, and Thatcher, 2010), how a user experiences technology is a personal one. For example, one learner may choose only to use their workstation to search for more reading content while another may use a similar workstation to access non-education related material. Steps should be taken to ensure that only technology related to the classroom is used. An example would be banning access to non-educational sites such as streaming sites during school hours on school-provided workstations. Educational material should also strive to be interactive as possible. According to Kiefer, some factors such as higher workload or classroom management necessitate teaching being carried out in small class groupings. (Kiefer, 2007). Small groupings, Kiefer states, contribute to more efficient learning. In my opinion, the author’s argument should not only be limited to traditional writing but also apply to online learning. Through online learning, the same efficiency can be achieved if a school’s e-learning platform allows for forums and work groups. Educators are then able to deliver content and direct discussions towards various groups quickly. Feedback is equally fast. Therefore, an instructor can focus on a particular failing group. All of these steps contribute to a higher efficiency. The author makes a good point in pointing to the failings of online learning. Kiefer describes that students, who take up online courses, do so only because of their busy lifestyles, tight time constraints and so forth. Due to these commitments, the students tend to work on their courses during the weekends and, as a result, deliver low-quality work. Unfortunately, online learning has been embraced mostly by time-constrained students, most who are employed and lack time to appear physically in class. However, this failing can be improved upon by encouraging use of online writing by all students and applying flexible timelines for delivery of content from students to educators. The author focuses all her attention on the student but forgets the role of an instructor in a learning experience. Keifer attributes the high drop-out rates among students to lack of attention on the student's part. Among an instructor’s many roles is to provide motivation and guidance. Thus, an instructor cannot be left out as a factor contributing to drop-out rates. More than one factor can affect drop-out rates such as a student's interest in the learning material or socio-environmental issues (Park, 2007). In conclusion, the traditional learning that Keifer advocates does not satisfy the teaching requirements of the current world. Learning is an interactive process and continuous transformation is necessary. Online writing provides a viable alternative to compliment or extend traditional learning. The author may not in her article factored the rapid change in technology in her conclusions. For this reason, in the context of the modern world, her criticism of technology in a learning setting remains inaccurate. References Kiefer, K. (2007). “Chapter 8: Do students lose more than they gain in online writing Classes?” Brave New Classrooms (pp. 141-151). Berne, Brussels: Peter Lang Publishing, Inc. Gerow, J. E., Galluch, P. S., and Thatcher, J. B. (2010). To Slack or Not to Slack: Internet Usage in the Classroom. Journal of Information Technology Theory and Application, Vol. 11(3), pp. 5-24. Park, J. (2007). Factors related to learner dropout in online learning. In Nafukho, F. M., Chermack, T. H., & Graham, C. M. (Eds.) Proceedings of the 2007 Academy of Human Resource Development Annual Conference (pp. 25-1–25-8). 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