Decades ago if you say people live far away from each other can learn through collaboration, no one could believe. Now this is not an imagination or an illusion anymore. People separated by geographic distance enjoy interactive and collaborative learning enabled by new technology. It is just as Lee and Hutton (2007) point out “The technology provides for dynamic learning and understanding through collaborative, substantive discussions”. Technology makes collaborative learning not only possible, but also dynamic. You may wonder how distance learning can bring even better interactive and collaborative learning experiences and outcomes than traditional learning. Lee and Hutton’s article shed light on this topic: “The technology allows for integration of current, real-time information and ideas that can challenge students to generate new understandings”. New technology brings rich information and learning patterns into online classes, which gives learners more flexibility and choices.
Online learning takes older working professionals back to classrooms (although they are virtual) and equips them with updated knowledge and skills. Chen, Gonyea and Kuh (2008)’s article describes older distance learners as “differ from younger online students in noteworthy ways. Older students report greater gains and are more likely to engage in higher order mental activities such as analysis and synthesis as part of their studies. However, they are less involved in activities that depend on interacting with others, such as working with other students on problems or assignments”. I agree that older distance learners are more mature and successful in online learning, but cannot reach consensus with these authors in saying older students are reluctant to interact with other students. I had experience taking online classes and working with older working adults in team projects. According to my observation, these older students actively involved in teamwork, and because of their maturity and working experience, they positively influenced other younger members and led their teams to achieve better learning outcomes.
Online learning also bring people together who may never have chance sit in a same physical classroom. Now, thanks to internet and other relative technologies, people from different countries learn through collaboration, sharing learning resources and exchanging perspectives. “Emerging technologies today offer multicultural educational events that can foster shared understanding, dignity, respect, and the exchange of highly current and intriguing information” Lee and Hutton (2007). Therefore, technology has not only helped people overcome the problem of geographic distance, but also problem of social distance (Park and Bonk 2007).
Online collaborative learning takes advantages of advanced technology to ensure flexible and productive learning experience. However, instructional designers and teachers should realize that “the success of online courses depends on the appropriate use of pedagogy and related technologies, not just on the introduction of technologies themselves” (Lee, Magjuka, Liu and Bonk, 2006). It is only when technology and pedagogical strategies best match students’ characteristics and the specific learning tasks that online collaborative and interactive learning will exert its effects.
References:
Chen, P., R. Gonyea, and G. Kuh (2008). Learning at a distance: Engaged or not?. Innovate 4 (3). Retrieved on June 25, 2010, from http://www.innovateonline.info/pdf/vol4_issue3/Learning_at_a_Distance-__Engaged_or_Not_.pdf
Lee, M. & Hutton, D. (2007, August). Using interactive videoconferencing technology for global awareness: The case of ISIS. International Journal of Instructional Technology and Distance Learning, 4(8).
Lee, S. H., Magjuka, R. J., Liu, X., Bonk, C. J. (2006, June). Interactive technologies for effective collaborative learning. International Journal of Instructional Technology and Distance Learning
Park, Y. J., & Bonk, C. J. (2007). Is life a Breeze?: A case study for promoting synchronous learning in a blended graduate course. Journal of Online Learning and Teaching (JOLT), 3(3), 307-323.
Online learning is something that I have yet to try for myself. I strongly advocate it for many of the reasons you listed above - the opportunity to learn with people you would never have met otherwise, the ability to take advantage of technologies that increase flexibility, and also using real-time information in a learning environment. I agree with you about doubting that older students really don't interact with other students. Most online courses that I have seen or heard about from friends have an actual requirement of interaction - a certain number of posts, replies, comments, etc. In such an environment, it is impossible not to engage because if you don't, your grade is at risk. Because most older students are paying out of pocket for their education, or are being funded by their workplace, there is a higher drive to not waste money by not fulfilling the requirements of the course. When technology and pedagogy combine properly (such as in the instance of requiring a certain level of participation out of online students no matter their age,) then the students will get the maximum benefit from their online courses.
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