Summary/Reflection
The article presents a study in which 465 postsecondary students’ experiences with online courses and their opinions on the level of “connectivism”” present in their experiences are explored. The article cites that as of 2011, nearly one third of all students in higher education took at least one online course. Additionally, in 2011, 65% of all higher education institutions indicated that online learning is a key element of their long-term plans. This study set out to measure the extent at which instructors change their approach from traditional strategies used in face-to-face instruction when transitioning into the online environment.
According to
the article’s review of the literature, students and instructors alike have
positive perceptions of online course effectiveness. Additionally, students tend to respond
positively to the types of technology tools available and utilized in online learning. Furthermore, students with higher levels of
interaction with their classmates in the online environment felt that more
learning took place. The literature also
contends that interaction amongst peers in an online environment has benefits not
seen in the traditional face-to-face setting, due to the fact that students who
are shy may feel more inclined to interact.
This, in turn, will facilitate a rich and diverse dialogue involving all
students, rather than just those who are the most talkative. I personally feel
that many students would be more inclined to participate in an honest way from
behind a computer screen rather than when physically seated amongst peers.
The article
also cites a study suggesting that the quality of interaction in an online
setting made a greater impact on academic performance than the quantity of
interaction. I found it interesting that
this same study indicated that interaction with classmates is not as important
to the participants as the interaction with their instructor. A different study mentioned in this article
also suggested that learning outcomes were positively affected by the amount of
instructor participation. These studies
make a case for the importance of meaningful student-to-student interaction and
committed instructor participation in order to optimize student success in the
online setting.
As part of
this study, a 60-question survey was administered to 465 participants. The survey questions were framed using
Downes’ properties of connectivism, which include diversity, autonomy,
interactivity, and openness. After a
factor analysis of survey results was conducted, the data indicated that
students identified the presence of autonomy and openness in their online
course experiences. However, the
diversity component was lacking, and interactivity failed to distinguish itself
as a factor.
It is not
surprising to me that students view autonomy as a factor in their online
learning experiences. Students engaging
in online learning are placed at the center of their own learning by the very
nature of this mode of instruction. As
described by the author, openness involves the tools that eliminate the
boundaries in the learning environment.
The article states that students indicated that the technology tools
utilized were varied and adequate. The
article doesn’t mention the types of courses that the students selected for
this study were enrolled in, but I am curious how math students would feel
about the effectiveness of the technology tools utilized for online course
instruction.
I wasn’t too
surprised that students felt a lack of diversity in their online learning
experiences, although I believe the presence of diversity in any course depends
heavily on the course type. For
example, diversity would be much more prevalent in a social science course
compared to a math course. I was much
more surprised that interactivity was not identified as a factor in students’
online learning experiences. I believe
that interactivity is the key to a successful online experience, both from an
instructor’s and from a student’s perspective.
As stated earlier, learning outcomes and teacher-to-student interaction
have been found to be positively correlated.
Additionally, students’ satisfaction in the online setting seems to
depend on timely and quality interaction with other students and, more
importantly, with the instructor.
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