Proof is there for the effectiveness of online learning.

    As mentioned in the Sloan Report, initially, I would have to say that some proof of effective online learning can be found in the impact MOOC’s have had. The fact that educational institutions are utilizing them and other are in the planning stages of implementation, speaks volumes to their effectiveness. Also important to understand, is that some proportion of institutions reported online education was critical to their long term student development. Lastly, according to the same report more and more academic leaders believe that online learning outcomes are equal or better than face to face. 

    While following the same train of thought, we observe that the NACOL article shines a light on  the growth of online teaching and learning and how it has been driven primarily by state-led online programs. It also mentions that there are some full time online schools that have started to provide online and hybrid learning opportunities. This same article states that internationally, other higher education institutions are providing online and hybrid learning opportunities.

    We cannot dismiss the 2009 Dept. of Ed Evaluation of Online Learning meta-analysis report which stated that meta-analysis revealed on average, students participating in online learning  performed better than those receiving face-to-face instruction.

    Finally, throughout the examinations of these documents I was able to see how the Chickering and Ehrmann’s Seven Principles reasserted the proof of the effectiveness of online learning. With further analysis we can see how MOOC’s and hybrid online education touch upon many of the seven principles, specifically Good Practice Encourages Contacts Between Students and Faculty, Good Practice Develops Reciprocity and Cooperation Among Students, Good Practice Gives Prompt Feedback, and Good Practice Communicates High Expectations.

    The question that remains in my mind regarding online teaching is, will the role and importance of virtual learning environments increase as the discipline of teaching online increases? 

    The first thing to notice about the standards for online learning is that they are not standardized. There is not a simple set of rules that can be fallowed in order to provide a more constant development of the skills of online learning. Also, depending on the vision and mission statement of the organization that produced the rubric, there are alternate areas of focus that can be found on some rubrics but not in others. After a quick overview of the rubrics, I found that all the organizations, excluding NETS have a component within their rubric that focuses on the learner. Aside from the Quality Matters and the NETS rubric, the rest had a component of design and organization. Lastly, all organizations have a component for evaluating assessment. My final initial thought regarding these rubrics is that although they contain somewhat similar criteria of evaluation, they differ significantly in the aspects the look for. 

 

Work Cited

Allen, E.I., Seaman, J., (2013). Changing Course: Ten Years of Tracking Online Education in the United States.

 

Bakia, M., Jones K., Means, B., Murphy, R., Toyama, Y., (2009). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies.

 

Chickering, A., Ehrmann, S.C., (1996), "Implementing the Seven Principles: Technology as Lever, AAHE Bulletin, pp. 3-6. 

 

Watson, J., (2008). NACOL. Promising Practices in Online Learning. Blended Learning: The Convergence of Online and Face-to-Face Education.