Challenges of Online Education
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The document discusses online education, outlining both its challenges and benefits. It begins with definitions of online course types and an overview of data showing that academic leaders see online learning as critical to their long-term strategies and believe learning outcomes are comparable to or better than face-to-face instruction. Challenges discussed include technology issues, student and faculty abilities, and retaining students online. Benefits include flexibility, convenience, and developing technology skills. Student feedback provides mixed views, with some praising flexibility while others prefer face-to-face interaction. In conclusion, the author believes online education's benefits outweigh challenges for technical communication topics.
Challenges of Online Education
- 1. Online Education: Where Benefits Outweigh Challenges Linda Oestreich, STC Fellow Houston STC, 12 Feb 2019
- 2. What we’ll discuss Who am I? Definitions of terms Some data to set the stage Challenges Strengths Student feedback My take on it all Bottom line Resources 2
- 3. Linda Oestreich Semi-retired technical communicator Key roles: Technical writer, technical editor, doc manager, strategic analyst, instructor, project manager, EEO/HR analyst Key skills: Analysis, problem solving, leadership, teaching, creativity, public speaking, facilitation, writing, editing, training Industries: Software development, government, property management, geophysics, science and engineering, corporate communications STC: Fellow, Society leader (President, VP, Director-Sponsor, Annual Conference Program Manager), Chapter leader (President, VP, Communications, Programs, Professional Development ), STC Conference Presenter, Mentor Hobbies: dogs, cats, reading, movies, gardening, Facebook 3
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- 5. Definitions How Much Delivered Online Course Classification Typical Description 0% Traditional Course where no online technology used—content delivered orally or by writing 1 – 29% Web- facilitated Course that uses web-based technology to facilitate what is essentially a face-to-face course; may use a learning mgmt. system or web to post syllabus and assignments 30 – 79% Blended/ Hybrid Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions and has a reduced number of face-to-face meetings 80+% Online A course where most or all of the content is delivered online. Typically has no face-to-face meetings NA Distance Overlaps with online, but usually encompasses earlier technology such as correspondence courses, educational television, and videoconferencing. 5
- 6. Majority of data is collected from Grade Level: Tracking Online Education in the United States, I. Elaine Allen and Jeff Seaman, February 2015 6
- 7. Does online learning provide strategic value to academe? Proportion of chief academic leaders that says online learning is critical to their long- term strategy has grown from 48.8% in 2002 to 70.8% this year. Proportion of institutions reporting that online education is NOT critical to their long-term strategy has dropped to 8.6% 7
- 8. Criticality of online education to institution strategy 8
- 9. Are online learning outcomes comparable to face-to-face? Academic leaders who rate the learning outcomes in online education as the same or superior to those in face-to-face instruction grew from 57.2% in 2003 to 74.1% in 2014. Proportion of academic leaders who believe learning outcomes for online education are inferior to those of face-to-face instruction remained constant from 2013 at 25.9% Fewer leaders rate learning outcomes in online courses as superior or somewhat superior to face-to-face (20.0% to 16.3%), but greater numbers rate them as the same (54.1 to 57.9%). Academic leaders are far more positive about the learning outcomes for blended/hybrid instruction than they are for online. 9
- 10. Learning outcomes compared to face-to-face 10
- 11. Barriers to online instruction Although the number of students taking distance/online courses has grown by the millions over the past decade, it has come with concerns: faculty acceptance has lagged, concerns about student retention linger, and leaders continue to worry that online courses require more faculty effort than face-to-face instruction. Rate of faculty members who accept “value and legitimacy of online education” is 28.0%—a rate unchanged since 2003. Most academic leaders (68.3%) believe that “students need more discipline to succeed in an online course than in a face-to-face course. Academic leaders have increased (44.6% in 2014 vs 27.2% in 2004) their thoughts that retaining students is more difficult for online courses than for face-to-face courses. 11
- 12. What institutions offer online courses? 12
- 13. Thoughts about MOOC Only a small number of institutions either had or were planning a Massive Open Online Course (MOOC). The percent of higher education institutions that currently have a MOOC increased from 2.6% in 2012 to 5.0% in 2013 and to 8.0 in 2014. Only 16.3% of academic leaders believe that MOOCs represent a sustainable method of offering online courses, down from 28.3% in 2012. 13
- 14. Total college students enrolled in a distance education course 2012-13 14
- 15. What will drive the future of higher education? 15
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- 17. Challenges (1) Technology Equity and accessibility Computer literacy Limitations of technology—slow or intermittent internet access Student abilities Must be mature, self-disciplined—can be hard for student who needs structure Must be well-organized, self-motivated, and have good time management— can get “lost” easily May feel isolated; miss camaraderie of fellow students Usually not appropriate for younger students Facilitator abilities Lack of essential online qualities Must create a supportive environment Be accessible 17
- 18. Challenges (2) School administration and faculty uncomfortable with change—more interested in bottom line Academe moves slowly Poor response from MOOCs Online environment Level of synergy Some classes not appropriate for online teaching Appropriate curriculum Face-to-face methods do not always work in a virtual medium 18
- 19. Strengths Exciting opportunities Convenient solutions to today’s busy learner Easier to schedule; flexible timing for study No commuting Variety of learning materials available Self-paced Can accommodate most learning styles Expand learning opportunities and provide quality education through variety of formats Helps develop knowledge of technology Helps students take responsibility for their learning Can repeat lectures, readings, self-administered tests Both students and instructors believe online learning can foster more interaction among students than large lecture hall classes 19
- 20. Student checklist for online education Can you pay for it? Do you have the time? Will it fit your learning style? Do you have the motivation? Do you have the tech skills to navigate the learning management system? Do you have support from family and employer? 20
- 21. Student feedback Online learning, in some respects, is a little like going to the prom alone or with a good group of friends--one still gets to experience the dance, but with a little less expense and a lot less pressure. (+) There have been times when I've wished that I could knock on a professor's door and brainstorm through problems or issues that have arisen with assignments or material. (-) In the traditional class setting, I feel more like a receiver of information. In an online class, most of what I do is really up to me. The more organized I am, especially with respect to time management, the more I am free to learn. (+) In some cases there is no replacement for the in-class discussion in terms of tone and gesture. In-class and face-to-face discussion allow a person to be more involved and passionate about the subject. (-) 21
- 22. Student feedback (2) While I enjoy this course, my favorite was through another university because we had mandatory webcam sessions once a week with the instructor and other classmates. There's something to be said for real-time interaction and seeing facial expressions, not to mention the interesting coffee mugs students and instructors use for a 7:45 am web session. (=) Online classes also provide a platform for introverted students that is beneficial to everyone. Introverts might feel more confident writing responses and comments than offering them in a traditional classroom. (+) I think there is an audience and a purpose for online learning, but I worry that "deeper" knowledge may not be attained without that occasional, face-to-face, class meeting such as a hybrid class provides. (=) Online classes mimic today's global work environment. Today's professionals depend on online communication and collaboration with people around the globe. The online classroom mirrors this setup more closely than a typical physical classroom with 50-500 students that meet twice per week to listen to a speaker. (+) 22
- 23. Student feedback (3) I believe there’s no substitute for classroom learning. We all differ in our learning styles (e.g., auditory, visual, reading, etc.), but most of us learn best in some combination of them and for me it’s easier to get that variety in a classroom. (-) Online classes don’t foster organic discussion and learning. (-) My job can require me to follow an unpredictable schedule that includes travel. If I were to take a traditional class I would most certainly miss class. (+) For those of us often too intimidated to speak up in the traditional setting, the online environment allows us some sense of security. We can take our time developing our thoughts before confidently presenting them to classmates and instructors on the discussion board. (+) 23
- 24. My take on it all Challenges Setting it up and keeping it fresh Lectures Missing face-to-face connections Building relationships through virtual world Writing reference letters! Being online and accessible Benefits Flexibility Satisfaction Continued improvement Ability to stay current Connecting without actual contact Global students! 24
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- 26. Bottom line: thumbs up! It works for technical communication classes It works for busy professionals Its benefits outweigh the challenges for our topics It helps us to keep learning and striving to make it better It’s here to stay—embrace it! 26
- 27. Questions and contact info Linda Oestreich lloriter@cox.net 619-518-1186 27
- 28. Resources Evaluation of Evidence-based practices in Online Learning, US Department of Education, September 2010 Grade Level: Tracking Online Education in the United States, I. Elaine Allen and Jeff Seaman, February 2015; http://onlinelearningconsortium.org/read/survey-reports- 2014/ and http://www.onlinelearningsurvey.com/reports/gradelevel.pdf Online Report Card: Tracking Online education in the United States, I. Elaine Allen and Jeff Seaman w/R. Poulin and T. Straut, February 2016; http://www.onlinelearningsurvey.com/reports/OnlineReportCard_embargo.pdf “Weaknesses of Online Learning,” www.ion.uillinois.edu/rsources/tutorials/overview/weaknesses.asp What are advantages and challenges of online learning and teaching? www.researchgate.net/post/What_are_the_advantages_and_challenges_of_online_learni ng_and_teaching http://www.usnews.com/education/online-education/articles/2013/01/14/5-tips-to- succeed-in-an-online-course http://www.usnews.com/education/online-education/articles/2015/06/02/infographic- online-student-checklist?int=9e0f09 http://www.forbes.com/sites/johnebersole/2012/09/24/online-learning-maturing- perhaps-improving-always/ https://news.elearninginside.com 28
Editor's Notes
- #4: Feb/Mar 2014