Discussion 2

Discussion 2 was due June 14. Here are the instructions we received for it:

Description/summary of main ideas in chapter 3. (* Required component)

Select two of the following for discussion:

A. Discussion of the strengths and weaknesses of the chapter

B. How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?

C. What future trends do you see coming from the topics dealt with in the chapter? In other words, do you think the material/information discussed in the chapter has any relevancy to the future or is it just a passing fad?

D. What you learned from reading this chapter? If the article did not reveal any new information, explain what you already know about the topic and how you gained that knowledge (e.g., experience, word-of-mouth, research).

E. Did you feel this chapter helped in your understanding of the use of technology in education? Explain why or why not. Did anything confuse you? Did the chapter leave more questions for you?

My answer
Chapter Three Summary
 
Online learning can be defined as using a course management system model for synchronous and asynchronous communication between faculty and students. Distance learning, which might be confused with the first concept, is discussed in the chapter as being the broader historical span of the online learning field. Similarly, e-learning 2.0 incorporates emerging technologies such as blogs, wikis, podcasts, into the classroom learning environment.
 
The course management systems often used by faculty at an educational institution often include tools such as text, audio and video chat, e-mail, instant messaging, and discussion boards to keep interaction high between students and the instructor. However, with a combination of Web 2.0 materials, the course management systems could multiply with learning opportunities. However, many instructors are hesitant to use Web 2.0 materials, as many of them learned the material themselves in a traditional classroom. They began teaching online due to faculty mandates and may not have the time or knowledge to branch out with emerging technologies. Plus, at the rate that emerging technologies change (which, basically, is constantly), they may cannot see the benefits of learning something that will be outdated in six months or even less.
 
In response, faculty and staff need to be aware that e-learning is a valuable component of teaching today. Many students receive degrees from institutions without stepping foot on campus, and, to look at the situation from a monetary standpoint, students have options of where to attend school. If one school does not offer online courses for a student seeking them, the student will go elsewhere. The educational institution will fall further and further behind and will not be able to retain students.
 
Also, administrators need to set up a faculty reward system and help faculty with the new technologies while showing them how beneficial e-learning can be. While the challenges need to be addressed to faculty members, they should be encouraged to broaden their horizons and branch out to learn how to effectively use Web 2.0 materials to enhance their curricula.
 
Discussion of the strengths and weaknesses of the chapter.
 
I really liked this chapter, as it started delving into the “heart” of what the book is about. It was much easier to understand than the first chapter and it was organized well. I liked the business model aspect, which is something I hadn’t considered before reading this chapter. The only real weakness that I felt came from this chapter was not enough in-depth consideration of the business model – but this is probably because, as I said earlier, I hadn’t considered that aspect and it fascinated me. I enjoyed also how the chapter was concise and clear, and there wasn’t one part that I felt could have been taken out.
 
How could teachers/educators use the material/information addressed in the chapter to help improve their instruction or professional development?
 
I am so excited about using what I am learning in this class for my students. First off, I realized that while I probably did not participate in the e-learning training like I should, the teacher also did not facilitate online discussion like he needed. E-learning is definitely a two-way street, but I think students are more eager to participate when the discussion is interactive.
 
Our department is very aware of the technology changes occurring, mainly because it’s happening in journalism. However, we’re having trouble adopting new technologies, some from lack of time to put into learning how to use the equipment (we’re a small department, but we handle the tasks of a big one), and, with budgetary cuts, it’s hard for us to afford to hire someone to train us or to attend a workshop to learn the new technologies. I think this is something a lot of higher education institutions are facing, but we CAN learn this. Many of us already know basic tools, and we have colleagues across the country who can assist us (or we can search YouTube – seriously, that’s how I learned to use Moodle.) =)

Reference
Repman, J., Zinskie, C., & Downs, E. (2010). Fulfilling the Promise: Addressing Institutional Factors that Impede the Implementation of E-Learning 2.0. In Yang, H. H., & Yuen, S. C. (Eds.), Collective Intelligence and E-Learning 2.0: Implications of Web-Based Communities and Networking (pp. 44-60). Hershey, Pennsylvania: Information Science Reference.