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Face-to-face learning environments better get going…

On 11/01/2010, in distance education, face-to-face, online learning, by Daniel Christian

Twenty years of research on the academic performance differences between traditional and distance learning: Summative meta-analysis and trend examination

Mickey Shachar
TUI University
Cypress, CA 90630, USA
mshachar@tuiu.edu

Yoram Neumann
United States University
National City, CA 91950, USA
yneumann@usuniversity.edu

Twenty Years of Research on the Academic Performance Differences Between Traditional and Distance Learning: Summative Meta-Analysis and Trend Examination

Excerpt (emphasis DSC):

While distance learning in higher education may have been looked down upon two decades ago, it has clearly become well accepted and gained legitimacy over the past decade. Students, universities, and employers no longer differentiate between university degrees earned traditionally or online. In many cases, universities offer the same degrees traditionally and online while the final diploma does not even mention the mode of delivery. The improvements of technology, the widespread Internet access, the increased legitimacy of online learning within established universities and employers, and the increased participation of adult learners in higher education with clear preferences toward learning anytime and anywhere will further drive future improvements in the quality of distance learning programs. Traditional programs suffered irreparable damages during periods of economic downturns (the post dot com era in 2000-2002 and the major economic recession from 2007-2009), their levels of support have eroded substantially, and their quality did not improve at the same levels as online programs.

Therefore, one should not be surprised if the gap in academic performance between online and traditional learning will only widen in the next decade.

The findings of this study reemphasize prior results and extend it for a period of twenty years. It is clear that the experimental probability of attaining higher learning outcomes is greater in the online environment than in the face-to-face environment. This probability is increasing over time. The future should call for different treatment of online learning by policy makers and regulatory agencies – on one hand, and future research to examine DE learning by: academic subject, asynchronous / synchronous / blended methods etc. – on the other.

The paradigm of the superiority of the FTF modality over its distance learning alternative has been successfully negated. The distance learning approach is becoming the “normal science” (Kuhn, 1962).

Yet, this is not fully comprehended by the various decision making institutions where the gate-keeping positions represent, by and large, the past paradigm. Therefore, distance learning is still treated as the anomaly (“step child”) instead of as the emerging standard of quality in higher education. We expect that as a new generation of leaders in higher education emerges, the policy making orientation and regulatory models will change to reflect the new paradigm.

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Online + Face-to-Face: Succeeding with blending learning (from K12 and Aventa)

On 10/16/2010, in blended learning, face-to-face, future, hybrid learning, K-12 related, online learning, by Daniel Christian

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The benefits of blended learning

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San Francisco Flex Academcy

On 08/24/2010, in blended learning, face-to-face, game-changing environment, hybrid learning, K-12 related, online learning, by Daniel Christian

San Francisco's new Flex Academy

Also see:

  • San Francisco Flex Academy to Open Downtown This Fall — /PRNewswire-USNewswire/
    New Public Charter School Now Accepting Enrollments for Students in Grades 9-12
    SAN FRANCISCO, Aug. 23 /PRNewswire-USNewswire/ — San Francisco Flex Academy  (SF FLEX),  an exciting new public charter high school and one of the state’s first full-time “hybrid” schools, will open this fall in downtown San Francisco.  SF Flex is currently accepting enrollments for students in grades 9-12 and is expecting to start classes on Tuesday, September 7, 2010.

The school will offer both onsite classroom instruction with highly qualified, credentialed teachers and state-of-the-art online learning provided by K12 Inc., America’s largest provider of online school programs for students in kindergarten through high school. There is no tuition to attend this public charter school.

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Blended learning -- the best of both worlds

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From Questions to Concepts: Interactive Teaching in Physics

On 08/06/2010, in blended learning, face-to-face, hybrid learning, innovation, physics, teaching & learning, by Daniel Christian

From Questions to Concepts: Interactive Teaching in Physics — by Physics Professor Eric Mazur at Harvard

How can you engage your students and be sure they are learning the conceptual foundations of a lecture course? In From Questions to Concepts, Harvard University Professor Eric Mazur introduces Peer Instruction and Just-in-Time teaching — two innovative techniques for lectures that use in-class discussion and immediate feedback to improve student learning. Using these techniques in his innovative undergraduate physics course, Mazur demonstrates how lectures and active learning can be successfully combined. This video is also available as part of another DVD, Interactive Teaching, which contains advice on using peer instruction and just-in-time teaching to promote better learning. For more videos on teaching, visit http://bokcenter.harvard.edu

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From DSC: Whether you agree with everything here, you *need* to read this one…

On 07/21/2010, in 24x7x365 access, business, business side of he, career development, change, changing business models, colleges, community colleges, competency-based learning/education, corporate / business world, cost of getting a degree, dangers of the status quo, disruption, education reform, education technology, elearning, emerging technologies, engagement / engaging students, face-to-face, faculty, future of higher education, game-changing environment, global / globalization, higher education, innovation, leadership, learning ecosystem, lifelong learning, more voice more choice more control, New "Amazon.com" of Higher Education, new business models, online learning, online tutoring, open courseware and systems, pace of change, personalized/customized learning, strategy, teaching & learning, traditional / tradition, universities, using teams, workplace, by Daniel Christian

The future of colleges and universities -- from the spring of 2010 by futurist Thomas Frey

From Spring 2010

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From DSC:

If you are even remotely connected to higher education, then you *need* to read this one!


Most certainly, not everything that Thomas Frey says will take place…but I’ll bet you he’s right on a number of accounts. Whether he’s right or not, the potential scenarios he brings up ought to give us pause to reflect on ways to respond to these situations…on ways to spot and take advantage of the various opportunities that arise (which will only happen to those organizations who are alert and looking for them).


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The node chair from Steelcase — nice!

On 07/12/2010, in collaboration, face-to-face, learning spaces, smart classrooms, by Daniel Christian

Tribeca Flashpoint Presents the node Augmented Reality Demo — from blog.flashpointacademy.com

This summer, Steelcase and Tribeca Flashpoint Media Arts Academy collaborated in the research and launch of the node student learning pod.

Turn on your webcam to try the node Augmented Reality demo! http://node.tribecaflashpoint.com


Engineered specifically for today’s collaborative classrooms, the node allows students to move more, store more, and fit more into their learning space.

As part of the launch campaign for the node Classroom Chair, Flashpoint developed this augmented reality tool to illustrate the node’s easy, 30-second, tool-free assembly.

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Can you move classroom courses online quickly and cheaply? — Tony Bates

On 03/30/2010, in face-to-face, online learning, by Daniel Christian

Can you move classroom courses online quickly and cheaply? — Tony Bates

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What do you suppose will happen here…?

On 03/25/2010, in cost of getting a degree, expectations, face-to-face, faculty, future, future of higher education, game-changing environment, online learning, student-related, by Daniel Christian

From DSC:
First of all, here is a mere handful of the items that I could have selected — but it is representative of the financial pressures taking place and the resulting changes that are and may be occurring to many more universities and colleges this year:

UMaine could eliminate 16 majors as part of cuts
Board of Trustees will have final say
ORONO, Maine — The University of Maine could eliminate a number of undergraduate and graduate majors as a way to trim more than $12 million in a three-year period.

Auxiliary programs face large cuts [University of Georgia] — from redandblack.com

California college crisis causing students to apply out of state — California College News Blog

Montgomery College [Maryland] faces ‘devastating’ cuts — from WashingtonPost.com

College cuts draw protests [California] — from the spokeman.com

Michigan college tuition could rise under possible budget cut — from lsj.com

From DSC:
So…what do you suppose will happen if resources/funding continue to shrink, programs are cut, staff and faculty are laid off, etc.?

Some very possible resulting directions here are that students will:

  • Go to where they can finish their degrees
  • Go to where they can find the degrees that they want to pursue
  • Search for — and utilize — less expensive alternatives.

In each of these cases, the word “online” jumps to my mind.

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Wimba Connect 2010 — check out the applications of these tools

On 03/18/2010, in blended learning, colleges, community colleges, computer science, convergence, digital audio, digital learning, digital video, disruption, education technology, elearning, emerging technologies, engagement / engaging students, faculty, future of higher education, game-changing environment, higher education, hybrid learning, innovation, internet, K-12 related, languages and translation, learning ecosystem, learning spaces, liberal arts, mathematics, mobile learning, multimedia, online learning, participation, pedagogy, smart classrooms, social learning / networks, staying relevant, student-related, teaching & learning, teaching online, telecommunications, telepresence, tools, universities, videoconferencing, virtual field trips, virtual K-12 schools, web-based collaboration, webinars, workplace, by Daniel Christian

Wimba Connect 2010

Wimba Connect 2010 — check out the applications of these tools

OPENING KEYNOTE
Carol Vallone, CEO, Wimba


Teaching Math & Sciences with Wimba (Panel)Andrew Byrne & Kurt Mederer, Convent of the Sacred Heart; David Tao, Santosh Madhavan & Dan Lim, Florida Hospital College of Health Sciences; Michele Barbeau & Kem Rogers, The University of Western Ontario

Using Wimba to Engage and Empower an Academic Community of Learners: The Case of the Global Citizen
Linda Ralston & Rebekah Grow, University of Utah

Faculty Development Wimba Style
Janet Welch & Stacey Mateika, Red Deer College

Using Wimba Voice, Pronto, and Create in Synchronously in Wimba Classroom and Asynchronously in an Online Environment
Brooke Eberwine, Steven Frecka & Jamie Westyn, OHDELA

Small Scale Implementation of Wimba Classroom – The Possibilities Are Endless
Regina Bobak & Julie Wolfe, Bloomsburg University of PA

Language Learning with Wimba (Panel)
Teresa MacKinnon, University of Warwick Language Centre; Ana Garcia Allen, The University of Western Ontario; Barbara Cohen, Berkeley College

Wikis, Wimbas, Whatevers! What Teachers Weave!
Jane Overmoe, Dakota Prairie HS

Taking the Troy Colloquium Online + Wimba: The Solution to Quality Online Learning
Gayle Nelson & Peter Paige, Troy University

Wimba Product Presentation
Annie Chechitelli, Wimba

Presentations Live or On-the-Go with Wimba Classroom MP4 Archives
Jason Rhode, Northern Illinois University & Larry Holland, University of Arkansas at Little Rock

NCVPS Cultural Cafe
Thomas Moncrief, North Carolina Virtual Public School

Our Journey: From Face 2 Face 2 Online Masters Degree
Gary Shouppe & Tom McCormack, Columbus State University

So Many Choices, So Little Time: Effective Voice Tools Training
Stacey Powell & Kathy McClelland, Auburn University

Features, Technical Problems and Technical Support in Higher Education Wimba Classrooms
Mary Nell McNeese, Amy Thornton & Jalynn Roberts, University of Southern Mississippi

ALAKAZAM!!! Instantly Transform your Physical Classrooms into Lecture Capture Spaces Using Wimba!
Scott Smith & Brian Reed, Wimba; Mark Burris, Michael Merritt & Linda Stauffer, University of Arkansas at Little Rock

Using Wimba to Prepare for H1N1 and other Potential Disasters (Panel)
Phil O’Hara & Tim Fedak, Dalhousie University; David Tao & Dan Lim, Florida Hospital College of Health Sciences

Diminishing the Distance in Distance Ed – Wimba’s Live Tools: People Reaching People
Crystal Havely Stratton & Patricia Landy, Laramie County Community College

“Keep It Live” – What the Students Say!
Mike Scheuermann, Drexel University

Wimba Pronto 4 All: Pronto Invitations and Universal Integration
Marlen Rattiner & Chris Dixon, Wimba

Online Learning is all about Collaboration!
Mark Gensimore, Jed Friedrichsen & blendedschools.net

Bringing In Local and Global Guest Speakers through Wimba Classroom
Chunyan Song , Ann Steckel & Laura Sederberg, California State University, Chico

Envelop, Develop: Building a Statewide and College-Level Professional Development System with Wimba and your LMS
Terry Pollard & Christian Pruett, Mississippi SBCJC; Rebecca Butler, Northwest Mississippi Community College; Jennifer Nowotny, Wimba

Where Did My Wimba Go and Do Users Know It’s Missing?
Michael Rogers & Jim Wolfgang, University System of Georgia; Sean Hessenthaler, Wimba

The Professor is In: Lessons Learned in Delivery of Online Student Support
Michelle Escudier & Sharon Davis, Central Texas College

Pet Kangaroos and Other Tall Tails – Live and MP4 Examples, Best Practices and Case Studies on Using Wimba Down Under
Steve Watt & Thalia Cosmidis, NetSpot Pty Ltd

Reaching Over Wall: Linking Kindred Spirits via Live Web Conferencing
Phil O’Hara & Corinne Tobin, Dalhousie Unversity; Paul Lowe, University of the Arts London

Collaborating With Students – A Glimpse of the Future With Blackboard
Brian DeKemper, Solutions Engineer, Blackboard

The Blended Language Learning Consortium (presented remotely)
Paul Snookes & Judy Barker, University of Worcester

Bringing Wimba out of the Web and into the Classroom
Bryan Vandiviere, Kansas State University

Wimba Classroom Beyond Classes
Cory Stokes, Univeristy of Utah & Edwin Perez, Wimba

The Power of Wimba 6.0 Archives: Developing and Editing the Archive Library
Jun Yang, University of Maryland

From the Lands Down Under – Wimba Firing Up Staff and Students in Australia and New Zealand
Lisa Ransom & Oriel Kelly, Manukau Institute of Technology; Kerry Trabinger, Canberra Institute of Technology

A Triple Threat to Student Attrition: Three Disciplines, Three Perspectives, and Three Uses of Wimba Classroom to Improve Student Retention
Monica Brooks, Tracy Christofero, Karen Mitchell, & Marty Laubach, Marshall University

High Impact Pedagogy: Bringing Online and Blended Courses to ‘Life’ through Learning Simulation and Wimba
Kristen Betts, Drexel University

Video, Vodcasts, and YouTube – Oh My!
Sarah Bryans Bongey & Chery Takkunen, The College of St. Scholastica

Online Education and the Power of Web 2.0 for Student Retention
Felice Nudelman, The New York Times / Epsilen

The Ways Wimba Classroom Can Revolutionize the Offering of Online Degree Programs
Daniel Powell, University of Alabama School of Law

Using Breakout Rooms to Foster Faculty Development
Ann Morgan, Kelly Kist & Heather Zink, Rasmussen College

Computer Science “eXperience:” Using Wimba Tools to Enhance Computer Science Education
Adel Abunawass, Alexandra Young & Edwin Rudolph, University of West Georgia

The Virtual Student Experience: Addressing Emotional & Multiple Intelligences & Soliciting Student Feedback
Dawn Muhammad, Calumet College of St. Joseph & H. Jean Bryan, Ed.D., DePaul University

CLOSING KEYNOTE BY JEFF NOEL, THE DISNEY INSTITUTE
Jeff Noel, The Disney Institute

Poster Presentations

  • Online Office Hours: How I Get Them To Attend
    Lyndasu Crowe, Darton College
  • Enhancing Student/Instructor Interaction in the Online Environment through Podcasting
    Heather Zink, Rasmussen College
  • Mastering the Point: Using Wimba Live Classroom with Effective PowerPoint Presentations to Enhance Online Learning
    Sue Burris, National Park Community College
  • Unleashing Wimba: Letting Students Take Control. A case study in providing webinar technology for students to facilitate group work.
    Laurie Grosik, Indiana University of Pennsylvania & Cori Dunagan, Edinboro University
  • Building Tech Capacity in a Non-Profit Collaborative Using Wimba Classroom
    Bruce Roxburgh, Green Communities Canada
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Another example of a learning ecosystem…

On 03/16/2010, in face-to-face, learning ecosystem, online learning, by Daniel Christian

ATG: ‘We’ll Bring the Teachers to You’ — from homecaremag.com

ROCKY HILL, Conn. — Education and information served up however you want it — that’s ATG Rehab’s vision for its new comprehensive rehab education program, one aspect of which launched on Thursday.

“We want to bring education in different forms and formats, in person and online, both free and for a charge, in a Webinar form, in an online form, tailored or specialized,” said Jerry Knight, president of northwestern regional operations for ATG Rehab, a top nationwide complex rehab provider.

The company, which has 26 locations in 21 states and is still growing, is partnering with the University of Pittsburgh, the International Association for Continuing Education and Training, manufacturers and clinical experts to offer everything from online modules and Webinars to in-person and in-facility training.

  

ATG Rehab -- we'll bring the teachers to you!

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Getting face to face with distance learning — from CampusTechnology.com by Bridget McCrea

On 02/17/2010, in blended learning, face-to-face, online learning, social learning / networks, student-related, teaching & learning, videoconferencing, web-based collaboration, by Daniel Christian

Getting Face to Face with Distance Learning — from CampusTechnology.com by Bridget McCrea

New York Institute of Technology’s videoconferencing capabilities have brought the school closer to its overseas learning partners.

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An initial thought re: some faculty members’ viewpoints about online learning

On 01/27/2010, in elearning, face-to-face, faculty, higher education, online learning, by Daniel Christian

On page 7 of 29 (actual page is page 3) of “Learning on Demand: Online Education in the United States, 2009”:

Learning On Demand: Online Learning 2009

HAS FACULTY ACCEPTANCE OF ONLINE INCREASED?
Background: The perception of chief academic officers of faculty acceptance of online teaching and learning has changed little in the last six years.

The evidence: While the number of programs and courses online continue to grow, the acceptance of this learning modality by faculty has been relatively constant since first measured in 2002.

  • Less than one-third of chief academic officers believe that their faculty accept the value and legitimacy of online education. This percent has changed little over the last six years.
  • The proportion of chief academic officers that report their faculty accept online education varies widely by type of school but reaches a majority in none.

From DSC:
Why is this I wonder…?

  • Is it because they didn’t grow up with these technologies and therefore, don’t believe in their promise/effectiveness? (I can understand that. )
  • Is it due to lack of proper incentive systems? (I can appreciate that as well.)
  • Are there fears involved? (I can understand that. )
  • Is it because power/control needs to be shared — i.e. it requires more of  a team-based approach to do it well?
  • Is it because it’s a lot of work to get on board the elearning train?
  • Is it due to lack of interest?
  • Is it because us instructional technologists and instructional designers haven’t done a good enough job in making the case for online learning?

Questions:

  • Have these faculty members actually gone back to school anytime recently in order to take an online course and to give this learning modality a shot?
  • Do such viewpoints serve the students, universities, colleges well?

Comments:

  • Granted, online learning is not for everybody, but for those who are successful at it, they are WELL positioned for the future.
  • Also…I’m not seeing nearly the pace of innovation in the face-to-face world as I’m seeing in the online/networked world (10,000 heads are better than 1).
  • Online learning has just begun to hit its stride.
  • It won’t be long before folks value and respect online learning moreso than strictly traditional face-to-face learning.  (Personally, I’m more and more sold on the hybrid model as a “heavy lifter” within our learning ecosystems — due to its ability to bring together the best of both of these teaching and learning worlds.)

I’m sorry if this is too heavy handed…but I’m tired of faculty dogging something they, themselves, haven’t given a fair chance. In future postings, I’ll attempt to provide some compelling evidence to help back up why I’m pro-online learning as well as pro-hybrid learning.


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