Educational Journey

Through my own experience with online education, I have come to have a greater understanding of the needs of myself as a learner. Although I may never have admitted it before, social interaction is a key element of the learning experience. As a natural introvert, I tend avoid much social interaction and prefer to do most of my learning by myself. At least, I thought I did. As MacKerarcher (2004) explains in her interpretation of Kolb’s learning theory, the learning cycle consist of four phases, which each individual uses with tendencies toward efficiencies or inefficiencies of those phases. The active experimentation phase includes sharing new ideas with others and asking questions to clarify meanings. I am most inefficient in this area. Additionally, this is the area that online programs have difficulty facilitating.

I have taken online instruction from two universities now. Both have included some attempt to incorporate social interaction into the program. One incorporated a large component of team-based assignments while the other incorporated field experience assignments. Both models have pros and cons. Overall, the most important element lacking in both programs was an understanding of the importance of this element of learning and assistance to the student in facilitating the experience and overcoming the challenges.

Reference

MacKeracher, D. (2004).  Making sense of adult education. (pp. 71-91). University of Toronto Press: Toronto Canada.

Learning about learning is so insightful. I don’t know why we don’t spend more time teaching students to be more efficient learners, and teachers to be more aware of various learning strategies that students use. I am digging into Kolb’s model of learning styles dealing with abstract vs. concrete dimensions of learning and active vs. reflective dimensions of learning. My own learning and teaching styles suddenly makes sense. I can be a better learner and a better teacher now.

With positive experiences in online education, I have not carefully paid attention to its weaknesses until recently. As I move further into my pursuit of a doctoral degree, I wish to have more satisying conversations about class topics than can be accomplished in an asynchronous environment. Each student is required to post two “substantial” replies to other student’s response to discussion questions. A typical response generally follows this pattern: I agree with you. You stated, ” … ” That is so important. If anyone dares to pose a question or disagree, a response is unlikely as the class has moved on to the next question and the next week’s requirement.

Additionally, in an online environment student’s all see each other’s work. While this could be a motivator for some students, I generally see it as a reminder that I work way too hard. I certainly do not want to sound arrogant; however, some of my class mates would not pass my undergraduate classes if they were to submit similar work. I do not know what grades these students get in their doctoral classes, but they continue to submit poor work so I assume they are passing. This leads me to wonder if this degree really means anything?

Online education is convenient. It brings education to those who might not otherwise get an education, but it has some serious weaknesses that need attention.