--------------------------------------------------------------------------------------------------------------------------------------------------
The table below shows you the differences between asynchronous online courses, blended courses, and web-facilitated courses. This table will show you how much content should be delivered online as well as the pros and cons of each type of course.
Table of Definitive Questions for Distance Learning Models
|
|||
Asynchronous Online Courses
|
Blended/Hybrid
Courses
|
Web-facilitated Courses
|
|
How much
content is delivered online?
|
According to
Allen and Seaman, in online courses, about 80% or more of the content is
delivered online (Allen & Seaman, 2013, p. 7)
|
30-79% of
content is delivered online in hybrid/blended courses. Normally, the courses
supplement its face-to-face aspect with online content to further student
growth and learning (Allen & Seaman, 2013, p. 7).
|
In Web-facilitated
courses about 1-29% of the content will be delivered online. The content
delivered online is minimal and can be in the form of a syllabus or simple
announcements. (Allen & Seaman, 2013, p. 7).
|
How much
separation is there between the learner and the facilitator?
|
Time and
geography are the only things separating learners and facilitators in online
courses (Simonson et al, 2012). Learners are still able to communicate with
the facilitators solely online.
|
Since the
blended/hybrid course has a face-to-face aspect, the separation between
learner and facilitator is less than an online course. However, when in the
online aspect then, the learner and facilitator are separated by time and
geography—unless the students have to meet at the same time, then it is just
geography doing the separating
|
There is very
little to no separation between learner and facilitator in web-facilitated
courses. Facilitators can post items online that the learners can use. The
only separation is when the learner accesses the little information given on
a CMS by the facilitator (Allen & Seaman, 2013).
|
In what
ways is technology used with each model?
|
For online
courses, there are many options to use technology. Online courses can use
Web.20 tools such as wikis and blogs (Simonson et al., 2012) Also, all
communication is done online through online courses. Another technology that
can be used to facilitate online learning in online courses are Content
Management Systems (CMS) (Simonson et al., 2012).
|
Blended/Hybrid
courses can use either a CMS or LMS along with differing Web 2.0 tools such
as wikis and blogs to facilitate the course (Simonson et al, 2012).
|
Web-facilitated
courses will mainly use either a CMS or Web 2.0 tool to facilitate learning
for its course (Allen & Seaman, 2013).
|
Identify
2-3 pros for each model.
|
Flexibility is
a pro for online courses (Poisso, 2013). Learners can choose classes that fit
their schedules.
Another pro
for online course is the accessibility (Poisso, 2013). Learners can
participate in a course from anywhere be it in the Northern or Southern
hemisphere or a big city or rural town. An education is easier to achieve.
|
Being able to
access course materials anywhere since they are provided online is a pro for
a blended/hybrid course. (Advantages and Challenges for Blended (Hybrid) Courses, 2014)
Another pro for blended/hybrid classes is that students still get face-to-face time with instructors on a regular basis (Advantages and Challenges for Blended (Hybrid) Courses, 2014)
|
One pro for a
web-facilitated course would be the regular face-to-face meeting with
instructors. Many students value this time to ask questions and to have a
discussion with an instructor to help clarify their learning.
Another pro
for the web-facilitated course would be that students who do not have access
to technology will not struggle too much with the course and may be able to
talk to the instructor about getting paper copies of the online components.
|
Identify
2-3 cons for each model.
|
Limited
contact is one con for the online learning model. Learners are not able to
raise their hand and have a discussion with the class or professor as a
question arises in materials. It is also more difficult for learners to work
with others since learners may not have met each other (this can be hard for
those who fear reaching out to those they do not know or never met) (Poisso, 2013).
Another con
for online courses would be unrealiable technology. Sometimes issues arise in
technology and if one is not tech-savvy then they may struggle with meeting
deadlines for their courses (Poisso, 2013)
|
In order for
students to succeed in a blended/hybrid class students need to have more
motivation than those in a traditional class (Advantages and Challenges for Blended (Hybrid) Courses, 2014). This can be a con in some learner’s eyes. If one is not motivated
to do the work required online outside of class, they will struggle.
Another con
for blended/hybrid courses would be the technology. Some students may not be
familiar with some of the technology used in a blended/hybrid course or may
not have access to the technology (Advantages and Challenges for Blended (Hybrid) Courses, 2014). This can present a problem that will result in the learner struggling during the course.
|
Scheduling can
be an issue for web-facilitated courses making it a con. Some learners may
not be able to take a course due to schedule conflicts (Exploring the pros and cons of online, hybrid, and face-to-face class formats, 2013).
Large classes can
also be a can for web-facilitated courses. Having a large class can limited
one-on-one time learners have with instructors and may also inhibit
participation (Exploring the pros and cons of online, hybrid, and face-to-face class formats, 2013).
|
What
factors need to be considered when implementing each model?
|
Online courses
would mainly be learner-centered instruction (Simonson et al, 2012). An
instructor needs to consider this when implementing the course. It cannot use
lectures and such even though they can be components of the course.
Instructors will also need to know how to create participation within the
group to make growth take place for the learners.
|
Blended/Hybrid
courses would have both instructor-base learning and learner-centered
learning taking place. Instructor-centered teaching can take place during the
face-to-face time (doesn’t have to though), while the learner-based education
will take place during the online component (Simonson et al., 2012).
Instructors
and designers need to take into consideration the two different models and
how they will work with the students and the course. Also, what material will
be used in the online component and which material will be used in the
face-to-face component will need to be taken into consideration as well.
|
With web-facilitated
courses, one will need to consider what materials will be posted online and
if they will be made available in paper form as well.
For each
class/lesson, the instructor will need to decide if they are going to use the
instructor-centered model or the student-center model (Simonson et al., 2012)
Also, instructors need to know how they will differentiate instruction for
individuals within their course.
|
Which
model would best fit in your current organization or learning experience, and
why?
|
Online courses
already fit into the K12 education realm. There are several students of mine
that do a mixture of online courses and traditional courses at the school in
which I work. However, for the class that I teach an online course would not
be beneficial to my students. 9th and 10th grade
students lack the motivation to go out and learn on their own. They also have
trouble with keeping track of schedules and could struggle with keeping up
with the demands of an online course.
Personally,
though, online courses work for me as a learner. I live in a rural area with
no universities around to take classes at. The accessibility of online
courses make it the best option for me to continue my own education.
|
A
blended/hybrid course would be useful at the high school level with my 12th
grade students. This would help ease them into online learning before heading
off to college. I teach an Honors course and the students have the motivation
to do well and would in fact do the online component. There is so much material
to cover and not enough time to cover it in class. The blended/hybrid course
environment would be ideal so my students could get the best education
possible while in my class.
|
A
web-facilitated course is the best fit for my 9th and 10th
grade students. We meet face-to-face but some assignments are done online
using Web 2.0 tools. This type of course allows me to meet with my students
to explain their materials and to help them when they need it since they are
not completely autonomous at this stage in their academic career. The small
online components help to get them ready for a possible blended/hybrid course
when they are upperclassmen or in college as well.
|
No comments:
Post a Comment