Module: 6 Blog Cecil Mittoo
Learning in a Digital My Experience with Face to Face Learning and Online Learning
Face to Face (Traditional Schools) from kindergarten to the university level have made their impact on the social system. I have been exposed to all types of learning theories and technology. My technical high school learning theories were separate for engineering training as for academics. The term “technical” was descriptive of “situated cognition.” But this is a development of behaviorism from a practical sense of training from a model (product) to make miniature tools and learn engineering concepts. Kirshner et al. purports “proponents of situated cognition believe that it represses a shift in thinking about learning and instruction that is at least as profound, philosophically and methodological, as with the shift to cognitivism from behaviorism” (Driscoll, p. 174). Cognitive development was an extended learning concept to develop an engineering mind from concept to design, development and productivity. Technical training carried both pedagogical learning and situated learning. The pedagogical learning was total in school. The situated learning was assigned to industries within the engineering discipline of production, manufacturing and assembling. Situated learning was being apprentice-sized to reinforce learning from experience. For cognitive apprenticeship, Brown et al. (1989) in Driscoll (2005) says “One means by which students can participate in a community of practice is through cognitive apprenticeship” (p.174). This experiential learning is a miniature model of internship that is practiced on a larger scale in institutions that are polytechnic models of engineering training. My brother who was studying “Land Surveying” was assigned to a field Service Company for two years after one year pedagogical study on campus. The field experience was typical work environment that impacts daily “start-time” typical to the work industry. There was a notable experiential learning for me which was social and emotional control” This was typical to the culture of my learning institution and students were monitored and counseled for idealism in behavior as a part and parcel of total development for integrating into society accepted norms.
My online learning experience is relatively new. This began one year ago when I began the Ed. S. Educational Technology Program. To date I believe the Anagogical learning theory is under construction. I have seen and experience construct of knowledge through networking that George Siemens refers to as Connectivism learning theory for the digital age. According to Siemens (2004) in Anderson (2010) “connectivist theory is for the digital age where individuals learn and work in a network environment” (p.34). The instructor creates the syllabus and sets the parameter for doing the work. This is inclusive of Web sites, information, reflection, students researching and selecting content and so on. But unlike the Face to Face learning, the instructor is not available in most collaborative setting to add his/her intellectual contribution to active group learning. In-spite of how technology oriented online learning is purported to be, where there is technology interaction and the belief that learning community exist. The instructor is an indispensable cog and is the director, coordinator and inspiratory for knowledge coordination. The instructor remains the legend of partial knowledge within a context. I have observed discussion that is mediocrity in quality. Some community members do not respond to areas that need critical thinking and clarification. This might be due to lack of personal and social comfort or efficacious feeling or just being unprepared. The instructor is not able to attend to all needs of the forum. Face to Face learning problems are comprehensively addressed as active participation is formal and informal. I believe there is a sense of discipline and commitment that is lacking in online learning. One has to be dedicated, and the quality of learning is very personal to one’s discipline. This is true for the Face to Face challenge. A social resolve is easier accomplished for Face to Face learning. I find that I absolutely own my knowledge from my dedication and participation. Currently, the core belief of learning community building is in need of improvement. Most of this is left to social independence. Because of the responsibilities that engulf participants, they are finding it difficult to fit in synchronous settings that are being dictated as a course requirement. Community building is not a short term creation and online learning suffers this dilemma.
Better participation is needed for online learning groups. Rules and routines have to be established from the perspective of the host institution. While my online class is comprised of adults, the assumption or responsibility and sacrifice for networking in knowledge construct is a myth. There are benefits that are in research, eJournal use, asynchronous group participation and technology interaction but the synchronous meetings and agenda formulation with respect to availability of members and dedication through social influence continues to be a challenge. There is a problem that exists within a social context for online learning that is acknowledged by concerned educational technologist. Campbell and five other professors at Kennesaw State Coles College of Business are cognizant of the problem. Diamond (2010) postulates that Campbell notes “researchers are now looking at the students' personality traits and experiences in online courses to determine how to motivate students and what types of students are most likely to succeed.”
References:
Anderson, T. (2010). The Theory and Practice of Online Learning. (2nd Edition) .AU Press, Athabasca University at aupress@athabascau.ca
Diamond, L (2010). The Atlanta Journal-Constitution. Professors study how to improve online learning. Retrieved from: http://www.ajc.com/news/cobb/professors-study-how-to-646153.html
Driscoll, M. (2005). Psychology of Learning for Instruction (3rd ed.) Pearson Publisher, New York
My responses to URLs are planning for:
(a) Jennifer Joseph @ http://jenanp.blogspot.com/
(c) http://snowkween.blogspot.com/2012/05/module-6-learning-in-digital-world-as.html#comment-form (Tracy Snow)
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