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Online Education: Growing Precedence in United States Academia
Learning happens in many ways. We learn from our experiences, role models, resources and more. But in the education landscape of learning, a lot has changed in recent years. From grade school to higher education, there is no argument that technology is playing a larger part than ever before. And especially at universities across the United States, Online Education Links to an external site. is the answer. What makes Online Education so prevalent? Where are things headed in this realm of learning? Well, connectivity is key. Online Education allows for connectivity at all times. This is undeniably the main factor behind it's growing precedence. Research and opinion behind online education is both supportive and indifferent, as it brings an onset of debate in and out of the academic community. A few experts give us much needed insight to these questions.
First, let's talk numbers. Enrollment in online courses has increased steadily in the last decade. The growth began rapidly, but recently has become a bit more stagnant. According to the study, Going the Distance: Online Education in the United States, 2011 Links to an external site., 6.1 million students took an online class in the Fall of 2010 alone. In referring to online courses, they are defined as having more than 80% of content delivered online.
These numbers point to both intermediate and higher learning. Leaders in education understand firsthand the different facets of online education. Professor at San Jose State University, Dr.Jennifer Morrison sheds some light on her views. With an extensive background in the field of Communication, she prioritizes not only education, but also the value of communication. And there is no argument that communication is precisely the foundation of online education. However, her views of Online Education are hinted with a sense of discretion. Dr. Morrison’s main concerns? Information overload and free education.
What are your thoughts on the increasing place of online platforms in education?
Dr. Morrison: I have a love/hate relationship with it. At first it was great, it was eye candy for students as well as faculty to see these platforms created and used for the first time. So, we could see a lot of students gravitating towards them because commuting costs and other reasons. Having the ability to learn online was a great release for them from being in that confined classroom setting. Implementing video and audio also brought in a form of fulfillment and engagement for them. The bad part though, the hate part of the relationship deals with how much its grown, we have so much to use that we are kind of overloaded. Now I find myself wondering if I’m putting to much information in for my students to consume? Great, there is so much out there for them, real life experiences. Sometimes we have so much, so many opportunities for these online platforms that we have to take a step back and say, “Is this too much? Is this overload?
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An additional concern of many is the absence of face-to-face communication. There are different kinds of learners. Many of those learners include individuals who value and work better with face-to-face interaction. So for them, online learning can be a drawback. Yet, just like anything else there are different outlets available to suit those needs. Online learning is therefore not for everyone.
Christensen and Horn of the New York Times Links to an external site. coin online education as "An agent of transformation". They feel that as concepts and skills are taught more effectively online, it’s unlikely that face-to-face interaction will cease to matter. Instead, students will be able to arrange for those experiences when it suits the job they need to get done. In fact, 67% of academic professionals rated online education courses as the same or superior to face-to-face (Lytle, 2011). Furthermore, the increasing amount of online communication outside the academic environment provides for some additional evidence. Social media and other forms of cyber interaction are at an all time high. So If people are choosing to do so outside of school, then won't they choose to when it comes to learning?
It all comes down to convenience. Online education is more convenient for both universities and students. With online platforms available now, accessibility is possible at all times, anywhere. This guarantees both the instructor and student the ability to connect despite circumstance. A student has to leave town for various reasons? No problem, their online learning platform is always there to complete any work or communicate with instructors. Furthermore, online learning has become an agent of flexibility for students above all else. Meikle and Young (2012) points to the aspect of time and space in relation to convergent media Links to an external site.. Online Education is essentially a form of convergent media. It is among the communication technologies that allow us to challenge spatial boundaries, breach barriers, and break down walls that keep the personal and public separate. Time is a leading component in education and communication. Thus, communication technologies provide a way for us to manage time as a resource. Users customize their experience of time in their educational experience, by speeding it up or slowing it down.
Then there is the topic of usability. To tend to all students, online platforms are becoming increasingly easier to navigate and more visually appealing. It is also vital that students of just about all technology levels are able to use a platform with ease. Modern platforms have tended to this need. As you can guess, with technology advancing, so do these learning management systems that become available. They have come a long way in the past few years alone. San Jose State University for instance, utilizes http://www.instructure.com. It was a recent change and the responses have deemed it as a good choice. San Jose State Academic Technology Officer, Cathy Cheal describes the many platforms she has seen and utilized in her career. All have their pros and cons with many factors to keep in mind within the decision making process. Cheal states that Canvas Instructure's ease in navigation was unmatched. As "one of the best she has seen". It allows for video sharing, fast communication, and much more for users.
However, many critics (of online learning) concerns also stem from the standard of quality of online courses themselves. The quality began with a far lower level of satisfaction, but that is without a doubt changing. Ongoing innovation in platforms (as mentioned), learning strategies, and tools all support the higher level of quality of online education. Schools now have options available to them that provide a far higher standard of reliability, modernity, and overall satisfaction.
[Get tips on how to be successful in an online course Links to an external site.]
Let's talk technology itself. One of the most notable creators of the digital reality we know today criticizes. Because although online learning is apart of the academic spectrum of the web, it is still an agent in the internet's heightening dominance. Jaron Lanier makes notions that the internet's growth will lead to "social catastrophe"(Rosenbaum, 2013). In that, he is referring to many aspects of society. So, If schools continually shift to the cyber world, could this have some truth? Could people cease to prioritize human interaction and add to the "social catastrophe"? His claims essentially support the concerns of those voting for face-to-face interaction in the learning world. But despite critics of technology like Lanier, it is instead important to focus on the fact that online education is a great thing for many, but not for all. It is serving as a tool in personal intellectual advancement and that is a positive thing.
We can all conclude that the future of Online Education is bright. Technology is only advancing faster and evermore streaming into our lives personally and professionally. After all, the culture of the Internet mirrors the culture of education. The internet itself was discovered in academic circles, rooted in the scholarly tradition of the shared pursuit of science, of reputation by academic excellence, of peer review, and of openness in all research findings, with due credit to the authors of each discovery (Castells, 2002, p.40). With that said, the factors of convenience and the improving quality of learning platforms contributes to it's growing place in United States academia. Students are entering the cyber world slowly, but surely. At the convenience of many, online education is here to stay.
References
Castells, M. (2002). The Culture of the Internet. The Internet Galaxy: Reflections on the Internet, Business, and Society (p.36-63). UK :Oxford University Press
Christensen, C., & Michael, H. (2013, November 1). Innovation Imperative: Change Everything. The New York Times. Retrieved from http://www.nytimes.com/2013/11/03/education/edlife/online-education-as-an-agent-of-transformation.html?_r=0 Links to an external site.
Lytle, R. (2011, November 11). Study: Online Education Continues Growth. US News. Retrieved from http://www.usnews.com/education/online-education/articles/2011/11/11/study-online-education-continues-growth Links to an external site.
Meikle, G., & Young, S. (2012). Time, Space and Convergent Media. Media Convergence: Networked Digital Media in Everyday Life (pp.148-171). New York, NY: Palgrave Macmillan.
Rosenbaum, R. (2013). What Turned Jaron Lanier Against the Web?. Smithsonian Magazine. Retrieved from http://www.smithsonianmag.com/innovation/what-turned-jaron-lanier-against-the-web-165260940/?no-ist Links to an external site.