Online Education

Online Education

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Institution:

Online Education

Part A

There are several factors that drive the growth of online instruction. The first is the need to expand access to the populations that are under-served. This in essence refers to the areas marginally affected with access to basic or tertiary forms of infrastructure on education and learning environment. This offers an alternative to the willing and interested group of students. The second factor is to alleviate the constraints associated with classroom capacity (Blomeyer, 2002). It is evident that not all students are able to attend a learning schedule in a classroom with ease, for example the disabled, or students who are injured and the like. Through online education, they are able to attend to the classes with relative ease just like any other student in the classroom. The third factor is the expense associated with facilitating attendance of the physical classrooms or lecture halls.

Part B

The effectiveness from learning in an online education setup is confined to how well the interaction between the student and teacher is enhanced. This is devoid of technology alone just as the physical learning in classrooms is dependent on chalkboards. Stakeholders need to be concerned with the support mechanisms on the guidelines associated with assessment of online education. For the online education to be effective, it has to be combined with the face-to-face experience of classrooms. This is directly responsible for the equity and quality of student learning (Tennessee Board, 2008). Technology has generally played an integral part in to support the constructive systems to equip learners with better understanding and techniques to problem solving approach in facing issues of life through learning. Through integration of online education and use of the traditional strategies of education, learners can gain maximum ability in acquisition of knowledge.

Part C

Teaching in an online environment is quite different from the traditional classroom strategy. In an online education setup, the students might have varied difference in time due to the difference in location. The internet has made it possible for communication and interaction despite the physical boundaries from one part of the world to another (Bourne, Moore and Sloam, 2005). In addition, the interaction between a teacher and student is personalized, as this is one-on-one basis. In the case of an online classroom, the response of the students to the teachers is taken up one after another and cannot be acquired at one go. Teaching in an online environment can be hampered by factors like the internet connection and communication routes (Kiekel, 2006). There might be delay in relaying of information, there might be loss in power or poor service delivery over the connection. This is in sharp contrast to the classroom setup where all students and the teacher are in one physical location and will not experience such variables.

The key area the instructor has to attend is the quality of delivery of the online education system, the feedback from the students and the assessment criteria of the delivered learning process. The instructor has to constantly maintain interaction with the students in order to gauge the level of understanding. Anderson (2008) supports the fact that the instructor should be prepared for the extended communication between them and the students, as they are more demanding than the traditional classroom system. The instructor has to plan for the course adequately before commencement of the teaching process.  The instructor needs to build a learning community conducive for all involved, while creating room for explanation, clarification and objection towards relevant topics of the course.

References:

Anderson, T. (2008). Theory and practice of online learning. Edmonton: AU Press.

Blomeyer, R. (2002). Education Policy. Virtual Schools and ELearning in K12 Environments. Web. June 23, 2014. http://www.ncrel.org/policy/pubs/html/pivol11/apr2002c.htm

Bourne, J. R., Moore, J. C., & Sloan Consortium. (2005). Elements of quality online education: Engaging communities. Needham, MA: Sloan Consortium. http://www.rodp.org/sites/default/files/RODP%20Standards%20and%20Template%20Guidelines .PDF

Kiekel, J. (2006). Online Teaching: How Hard Can It Be? Tech&Learning. Web. June 23, 2014. http://www.techlearning.com/ideas-and-opinions/0021/online-teaching-how-hard-can-it-be/43351

Tennessee Board of Regents, (2008). Faculty Support: New Faculty Orientational Manual. Web. June 23, 2014.