Although it rarely serves me well, I really like it when I can conclude that the answer is black or white. If the answer is clearly one side rather than the other, then I know where I stand. I like knowing where I stand, which doesn’t require me to be in that messy, uncomfortable in-between place. There are no subtleties or much effort required to fully understand a situation or person if the answer is seemingly clear. However, the answer is hardly ever simple, and I believe to understand the full complexity of something often necessitates being uncomfortable.
That is the result of the dissertation research of David D. Hoffman titled, “Considering the Crossroads of Distance Education: The Experiences of Instructors as They Transitioned to Online or Blended Courses.” It’s the reaction of instructors as they live in the anxiety provoking space of learning a complex new tool. If we could get a peek into their story, it might sound something like this.
Continue reading “The Magic of Coffee – Teachers New to Online Learning”
Listen up. MIT has a few things to say about the future of online education. In “Online Education: A Catalyst for Higher Education Reforms” (2016) Karen E. Willcox, Sanjay Sarma and Philip H. Lippel took an in-depth look at the meaning of online instruction and the direction in which it should head. This was the last of several explorations of this aspect of education at MIT, and it has strong implications for the rest of us.
I like it when educators with good reputations from prestigious schools synthesize the research for me. It’s hard to be especially effective at being current in the field of education, which is so expansive and has so many interconnected subjects. And, well, I’m always one to make a case for being lazy (see Lazy is Underrated – Unmanaging Our Time Through Embodiment). Balanced might be a more appropriate word, though.
Continue reading “Here, You Do It – MIT Looks at Online Education”