Personal Story
Growing up, I’ve been accustomed to learning in a traditional, face to face classroom method and had expected the rest of my educational career to be like this. Shortly after I received my undergraduate degree, I was intrigued in taking a course through Gallaudet that focused on people with disabilities in other countries. Little did I know that this course was only going to be offered online, it was also the starting point of my fascination of the developments of online courses. While my first online course was relatively new at the time, it generated not only more learning opportunities for me but it also broadened my horizons as well.
As a first timer taking this online course, I was able to acquire quickly the necessary skills needed to successfully complete the course but in terms of how the information/contents were delivered has provided its challenges. The interactions provided was more of a direct instructional based rather than an interactive learning environment. In other words, any interactions involved were mainly between the student and instructor but nothing further beyond that. The course was mainly text-based, minimal visual medias, and I would say the very least, universally designed. It did not provide me a student-centered learning experience as I would have hoped for, but it did teach me what an online course could provide. What I was exposed to may not be the best example of how an online course should be provided, I did see a lot of potential and benefits in improving the developments of online courses and distance learning. Especially when it comes to generating more accessibility for everyone- people with different kinds of disabilities, the geographically-challenged, and a viable option for working professionals who cannot afford to sacrifice their jobs.
The reflections of completing my first online course have gained me to question what is needed to improve the delivery of instruction. It was my realization that delivering a course in face to face class cannot be formatted the same way in an online course. To begin with, there are challenges in how to deliver your course online versus face to face classrooms-knowing the students, determining how to assess students’ academic performances, identify what teaching methods work best for which groups, re-learning available online tools, etc. One may see providing an online course more challenging than planning a curriculum for a face to face class, but the provision of accessibility is much higher via online versus a traditional, face to face class.
on June 24, 2008 at 3:23 am
I always feel that online learning is great for UDL principle 1 (supporting recognition networks) and principle 3 (supporting affective networks) , but frustrating for principle 2 (supporting strategic networks). The multiple, flexible means of representation available in an online environment, as you say, are great. And the multiple, flexilbe means of engagement are also great. I don’t feel the multiple, flexible means of expression are easy, though.
Face-to-face continues to be easier (to me) when providing flexible models of skilled performance, a chance to practice a skill with supports, and a way to get ongoing, relevant feedback. Sometimes I feel that I just need to get in the room with someone and talk, gesture, sketch, shake my head, model, or get up and move things around. Although many creative interactive classrooms incorporate facets that address these, it’s different than the face-to-face experience. Do other education professionals feel what I feel?
You pose some great issues!
on June 24, 2008 at 12:37 pm
Without tone of voice and facial expression, discussion contributions can be misinterpreted easily as well. I’ve been involved in a few threads when the words sounded critical and unbending, and then the comment ended with a smiley face.
on July 1, 2008 at 5:08 pm
While I have never taken a distance learning course, I can see how much of a blessing they can be to people with various challenges. (I’m thinking of a classmate who travelled from Oregon to Montana once a week to attend–yikes!) If I understand the previous postings, I agree that nothing beats face to face interaction. There just isn’t a substitute. But UDL is getting better and better. Vodcasts are a great alternative if email/discussion threads are hard to “read”. It’s tough trying to reach students in the virtual realm, but I think the benefits outweigh the negatives. Does that make sense?