Online Learning 11th, March 2013 Online and classroom learning are core to education today. While learning institutions mainly employed classroom learning, today there is a shift to online learning, as classroom learning is being abandoned…
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It is therefore, the responsibility of the instructors to ensure that classroom learning is as exciting and resourceful as the online learning. Various features, which result in successful classroom learning can be applied to online learning for effective educational outcomes. It is possible for online and classroom learning to result in positive educational outcomes, despite their different modes of presentation, only if instructors in both learning modes identify the learning needs of the students, and address them, while creating the best learning environment for students. According to Hirschy and Wilson (2002), online learning is not a new phenomenon today. However, this is infiltrating the educational system at a higher rate today compared to the past. Many policy makers in the education sector support online learning for a number of reasons. Most importantly, this mode of learning is quite cheap, compared to classroom learning. Since most learning institutions operate on strict budgets and look for ways of minimizing their expenditure, online learning would be more appropriate for them. Additionally, this is convenient for students, as they can learn from different regions without having to attend a class physically. Online learning started in the early 20th Century. Since then, this has been advancing slowly taking root in society (Moore, Dickson-Deane, & Galyen, 2011). Today, approximately 1.5 million schools in the US have adopted online learning. Online learning utilizes the internet, instead of a physical environment, and this can be adopted partially or wholly (Bakia, et al 2012). Instructor presence and interaction is paramount in classroom learning. If the instructor is present but does not interact with learners, it is impossible for learning to be successful (Mandernach, Gonzales & Garrett, 2006). Therefore, instructor interaction is a prerequisite for successful classroom learning. This also translates to the online learning, where both the presence of the instructor and instructor interaction need to be felt by the online learners for successful learning. These determine the nature of classroom setting in both online and classroom learning. The type of classroom setting is an important determinant of successful learning. In the online class however, it is more challenging to set a classroom environment (Mandernach, Gonzales & Garrett, 2006). This is because of the delivery mode involved, as it is based on technology, and not personal dynamics. Therefore, online instructors have the responsibility of ensuring that they meet this challenge, and develop a classroom setting in their online delivery. Instructors in online learning achieve this through engaging with the students more, either through online dialogs, discussions, and consultations. This inspires and motivates learners to work harder. Instructor presence and interaction has made online learning to be more successful in the recent past, compared to classroom learning. The US Department of Education acknowledges this in New York iSchool, where the approach has worked effectively (Bakia, et al 2012). Instructors in both online and classroom learning should engage their students in active learning. This guarantees them successful educational outcomes. In the classroom, an instructor should spare considerable time for the students to engage in discussions, group work, and various assessments. This allows for deeper learning for the
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Online Learning Online learning entails undertaking distance learning with the use of electronic means like the Internet. Typically, an online learning system entails the mailing of study materials (e-mail or normal mail) and/or lectures conducted through an electronic media.
According to the report, Online Learning and Traditional Learning, traditional learning is a long established custom found in schools and other environments set aside for learning traditionally seen as suitable. While both these are designed to deliver equal outcomes in education, their differences contribute to learning differently.
In other words, all online learning programs that are anchored in the strength of individual’s MI potential are more likely to achieve easy success as compare to traditional e-learning strategies. In order for the learners to have the opportunity to appeal their intelligences, e-learning providers have to make the whole program interactive enough with all or some combinations of the eight (later 9) intelligences of Howard.
Asynchronous learning or offline learning refers to student- centered learning process which allows time viability and information sharing feasibility to learners. To be more specific, in asynchronous learning process, a teacher and a student do not have to be online at the same time, and it surpasses the geographical constraints as well.
We ask first ourselves, "Do we need the upgrade". Looking at the service the current Blackboard provides, we find that it is actually performing well. Messages come across, the bandwidth allotted for each user is sufficient and the features such as organizer and forums are just what a learning student needs.
A decade or so after the introduction of the personal computer, the Internet has produced another leap forward in terms of greater access to materials, people, and learning environments. Online learning has become one of the most important parts of the whole global educational system in the 21st century.
However, online learning shifts the focus of instruction from the passive transfer of facts to the active application of ideas to new problems (Ertmer and Newby 51) where the learner produces their own unique reality (Jonassen 29).
There have been an increasing number of childhood professionals engaging in skill training online. The rise of online learning in early childhood is seen to increase because many professionals in the early childhood sector who engage in this mode of learning are not ready to leave their jobs and families and travel to distance programs.
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