RSA #1 - 4 Lessons to Learn from the "Failure" of MOOCs

http://www.edutopia.org/blog/4-lessons-from-failure-of-moocs-andrew-miller

     In my Education Technology graduate course EDT6030: Using Technology to build Learning Communities at Concordia University, we are investigating Module 2: Case-Based Learning.  One assignment has been a Case-Based Analysis of two online schools.  In my assignment, I research the Utah Virtual Academy (UVA) and Florida Virtual School (FLVS).  Many learning communities have begun to make education available in an online format. Watson, Murin, Vashaw, Germin and Rapp (2013) define fully online schools, such as UVA and FLVS, as schools that “work with students who are enrolled primarily (often only) in the online school. Cyberschools typically are responsible for ensuring their students take state assessments, and are responsible for their students’ scores on those assessments” (p. 9).  Both UTVA and FLVS offer technology-driven curriculum, certified teacher guidance, and social opportunities for students.  The structure of communication among the teachers, other students, and other families was striking.  In homeschooling situations, for example, many students may be isolated. The online schools seem to provide a strong network of families to support the social and emotional growth of students. In both schools, students can work at their own pace, resulting in a highly individualized approach to instruction.  I see this as the most beneficial aspect of online learning.  Students who do not benefit from the brick and mortar traditional school model, such as students who learn differently and at a slower pace and students who excel and learn at a faster pace, can truly benefit from online schools.

     In this online resource, Miller is responding to an NPR story concerning the failure of online education.  However, this failure was mainly pointing towards MOOCs (massive open online courses), which is online one online learning model. Miller's article does address four lessons that can be applied to all online and blended learning.  In the first lesson, Miller discusses how we must not rely on the technology too much.  There is power in the relationship among students, teachers, and classmates.  He states, "online and blended-learning teachers need to continue building relationships with students to truly personalize learning" (MIller, 2014). In the second lesson, Miller discusses how collaboration is important, as education cannot be a solo act.  The tools for collaboration may be available, but students might not use those tools effectively.  Having students pick their groups around a topic they enjoy "will create not only a focused cohort of colleagues, but also a focus on topics and problems" (Miller, 2014).  In the third lesson, Miller states, "If students receive needed and timely formative assessment feedback, learning can be more personalized, and they will be getting the attention they need" (Miller, 2004). Various authentic ongoing assessments needs to be applied to all online learning.  Lastly, Miller suggests that blended learning is best because "when a course is blended, ongoing feedback and assessment can happen more readily, relationships can be strengthened, and collaboration can happen in varying spaces that meet student needs" (Miller, 2014).

     After exploring the assigned resources for this module and researching UVA and FLVS, Miller's advice is quite relevant.  I was concerned that students in virtual schools, especially those at the elementary level, would have their social and emotional needs neglected.  However, both these schools have means for retaining the human element outlined by Miller.  They offered in person social events and teachers are available through Skype, e-mail, phone, etc.  One aspect that I think both UVA and FLVA are missing is the collaborative space for assignments.  Students complete online and offline lessons, activities, and assessments, but these schools don't offer opportunities using Google Drive or other software that could foster these focused collaborations.  The schools do offer ongoing feedback that enables students to work at their own pace.  Certified teachers also act as coaches outlining progress and goals.  Miller suggests that blended learning is best and I would have to agree for the elementary and high school level.  Students at that age, even with the help of parents, probably should not be left to effectively manage their time.  I think online learning should be used as a supplement to face-to-face learning or for students in higher education.  I know I learn best in online classes, especially due to the flexibility in time and location.

Watson, J., Murin, A., Vashaw, L., Germin, B., & Rapp, C. (2013). Keeping pace with K-12 online & blended learning: An annual review of policy and practice.  Retrieved September 6, 2014, from http://kpk12.com/cms/wp-content/uploads/EEG_KP2013-lr.pdf

Miller, A. (2014, January 30). 4 lessons we can learn from the failure of MOOCs. Retrieved September 10, 2014, from http://www.edutopia.org/blog/4-lessons-from-failure-of-moocs-andrew-miller