Hi everyone,
Thanks for participating in my presentation on Thursday. I hope you got something out of it:) I will be talking a little more about PLEs and lifelong learning as I do the class paper, which (as of now) is about PLEs and engineers. Here is my presentation if you would like to view it at your leisure:
http://grove.ufl.edu/~kkenned/pres/LL_and_PLEs.pdf (170KB)
Please let me know if you have any questions. Thanks!
Kathryn :)
Sunday, November 05, 2006
NSD article
The article I read for the NSD assignment for next week is:
Warren and Holloman. (2005). Online Instruction: Are the Outcomes the Same? Journal of Instructional Psychology, 32(2), 148-151.
It talks about a course that was offered both online and f2f at the College of Education at East Carolina University. There were a total of 52 students, split equally between the online and f2f. 80% of the students were female and around the age of 33-34. Students were pre-assessed and post-assessed to determine if they learned anything. The authors determined that there was no significant difference between what the students learned in the online environment as compared to the f2f environment. This was measured by the assessments, grades, and end-of-semester evaluations. The group of people who were studied are teachers doing continuing teacher education courses.
Warren and Holloman. (2005). Online Instruction: Are the Outcomes the Same? Journal of Instructional Psychology, 32(2), 148-151.
It talks about a course that was offered both online and f2f at the College of Education at East Carolina University. There were a total of 52 students, split equally between the online and f2f. 80% of the students were female and around the age of 33-34. Students were pre-assessed and post-assessed to determine if they learned anything. The authors determined that there was no significant difference between what the students learned in the online environment as compared to the f2f environment. This was measured by the assessments, grades, and end-of-semester evaluations. The group of people who were studied are teachers doing continuing teacher education courses.
Response to Joe, re: forced learning and motivation
This is a reply to Joe's post on his blog about the media-methods debate...
As I said in class, I earned my Master's degree entirely online and found that some of my courses were worth taking online while I felt others should have been done in a f2f environment. One idea that I thought stuck out in your discussion above (despite the awesome thought of a throwdown between Jaws vs. Darth Vader) is your mentioning "forced learning." I feel as though this happens all the time in courses that are not designed in a constructivist manner, which during my BA degree was ALL of my classes. The assignments were developed narrowly, allowing for no imagination (something that Brooke mentioned in her blog). With no allowance for imagination, how is one to be motivated to work at all? You are essentially working to get a grade to get a degree. I don't see the fairness in that for the student; you are getting cheated out of something that you are paying SO MUCH for. And I know that some students like that sense of just being told what they need to write about and then they do it and get a grade. For example, one of my friends is teaching a class at UF and has her students doing things that are very constructivist, but they say they want her to pick a topic for them so that they don't have to pick one. What are they going to school for if it's not to work on projects where they get to pick what they want to do and think on their own two feet? Is it just me?
As I said in class, I earned my Master's degree entirely online and found that some of my courses were worth taking online while I felt others should have been done in a f2f environment. One idea that I thought stuck out in your discussion above (despite the awesome thought of a throwdown between Jaws vs. Darth Vader) is your mentioning "forced learning." I feel as though this happens all the time in courses that are not designed in a constructivist manner, which during my BA degree was ALL of my classes. The assignments were developed narrowly, allowing for no imagination (something that Brooke mentioned in her blog). With no allowance for imagination, how is one to be motivated to work at all? You are essentially working to get a grade to get a degree. I don't see the fairness in that for the student; you are getting cheated out of something that you are paying SO MUCH for. And I know that some students like that sense of just being told what they need to write about and then they do it and get a grade. For example, one of my friends is teaching a class at UF and has her students doing things that are very constructivist, but they say they want her to pick a topic for them so that they don't have to pick one. What are they going to school for if it's not to work on projects where they get to pick what they want to do and think on their own two feet? Is it just me?
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