RSA#4 Revised Faculty-Percieved Barriers of Online Education

RSA#4   Faculty-Perceived Barriers of Online Education

 

http://jolt.merlot.org/vol8no1/lloyd_0312.pdf

 

Online learning is obviously here to stay.  As the world becomes tech-savvy, education must stay current with the time.  That being said there are a lot of issues that educators and curriculum developers along with PLC leaders must face.  How do you as an educational leader make this new way of educating work for everyone?  That is the same question educators have been asking about classroom teaching.  The trends seem to change but the common issue of reaching all learners does not.  Palloff discusses collaboration throughout this week’s readings in Building Online Learning Communities.  According to Palloff, collaboration is the most effective tool educators have in the online world (Palloff & Pratt, 2007).  Collaboration, also known as teamwork, group effort, partnership is an effective way to gain positive results in a multitude of venues, but especially education.  Palloff shares many examples of collaboration, and explains how to facilitate the collaborating as the educational leader of an online group. 

The article Faculty-Perceived Barriers of Online Education written by Lloyd, Byrne and McCoy touches on similar threads as Palloff.  The article discusses the continual growth and demand of online learning at higher learning institutions.  According to the article, institutions are now seeing a change in the delivery of courses; the amount of online offerings is growing and has become a critical issue in institutions long term strategies (Loyde, Byrne, & McCoy, 2012).  Surveys cited throughout the article discuss what faculty of higher education institutions believe to be some of the concerning barriers to effective online instruction.  The common concerns noted should not be surprising; faculty suggested that resources and proper knowledge were of concern.  It was later noted that the faculty that used online teaching more often, were adequately trained and took ownership in their curriculum had more positive outcomes with their instruction (Loyde, Byrne, & McCoy, 2012). 

Throughout the mentioned article various surveys and studies are discussed and cited.  Interestingly enough the results are then used to create effective frameworks which are also discussed.  It was noted that faculty who had the least experience felt the barriers were much greater than those that used online learning regularly.  It is critical to mention that throughout the surveys and studies discussed in this article the most common thread, barrier, was time commitment. This according to the authors suggest that institutions need to create a plan that provides release time or lighter workloads in order to allow faculty to successfully prepare for online learning environments (Loyde, Byrne, & McCoy, 2012).

The journal article touches base with collaborative learning as an attribute, It clearly defines that outcomes vary according to faculty gender, and experience, but it also delves into the need for specific planning to increase the issues that the faculty of the online world is facing.

Loyde, S. A., Byrne, M. M., & McCoy, T. S. (2012). Faculty-Percieved Barriers of Online Education. MERLOT Journal of Online Learning and teaching, 1-12.

Palloff, R. M., & Pratt, K. (2007). Building Online Learning Communities. In R. M. Palloff, & K. Pratt, Building ONline Communities (pp. 157-204). SanFrancisco: Jossey-Bass.

 

 

RSA#4 Faculty -Percieved Barriers of Online Education

RSA#4   Faculty-Perceived Barriers of Online Education

http://jolt.merlot.org/vol8no1/lloyd_0312.pdf

Online learning is obviously here to stay.  As the world becomes tech-savvy, education must stay current with the time.  That being said there are a lot of issues that educators and curriculum developers along with PLC leaders must face.  How do you as an educational leader make this new way of educating work for everyone?  That is the same question educators have been asking about classroom teaching.  The trends seem to change but the common issue of reaching all learners does not.  Palloff discusses collaboration throughout this week’s readings in Building Online Learning Communities.  According to Palloff, collaboration is the most effective tool educators have in the online world (Palloff & Pratt, 2007).  Collaboration, also known as teamwork, group effort, partnership is an effective way to gain positive results in a multitude of venues, but especially education.  Palloff shares many examples of collaboration, and explains how to facilitate the collaborating as the educational leader of an online group. 

The article Faculty-Perceived Barriers of Online Education written by Lloyd, Byrne and McCoy touches on similar threads as Palloff.  The article discusses the continual growth and demand of online learning at higher learning institutions.  According to the article, institutions are now seeing a change in the delivery of courses; the amount of online offerings is growing and has become a critical issue in institutions long term strategies (Loyde, Byrne, & McCoy, 2012).  Surveys cited throughout the article discuss what faculty of higher education institutions believe to be some of the concerning barriers to effective online instruction.  The common concerns noted should not be surprising; faculty suggested that resources and proper knowledge were of concern.  It was later noted that the faculty that used online teaching more often, were adequately trained and took ownership in their curriculum had more positive outcomes with their instruction (Loyde, Byrne, & McCoy, 2012). 

Throughout the mentioned article various surveys and studies are discussed and cited.  Interestingly enough the results are then used to create effective frameworks which are also discussed.  It was noted that faculty who had the least experience felt the barriers were much greater than those that used online learning regularly.  It is critical to mention that throughout the surveys and studies discussed in this article the most common thread, barrier, was time commitment. This according to the authors suggest that institutions need to create a plan that provides release time or lighter workloads in order to allow faculty to successfully prepare for online learning environments (Loyde, Byrne, & McCoy, 2012).

RSA 3 On-Line Learning

http://www.youtube.com/watch?v=Gf1vPhXquys

The You- Tube video attached is a short commentary made by experts in the on-line teaching world. The participants in the video all agree that on-line is the future and has many benefits. According to the video, on-line learning is a way to reach many different types of learners (On-Line learning, 2012). According to Palloff and Pratt it may happen that a student that does not participate or is introverted will be more successful on-line, they describe the learner that is successful on-line as a "noisy learner" a student that is "active and creative in the learning process".  Palloff and Pratt feel that on-line learning brings out the “noisy learner” in a student who would not be as active in a traditional classroom (Pratt, 2007).

The video states that expert teachers feel they can reach more students and enrich their curriculum by using on-line teaching.  One example was a school that did not offer any AP or honors classes were able to extend that type of curriculum to its higher level students via on-line resources (On-Line learning, 2012).  As a resource to use in schools in addition to traditional curriculum I think that on-line learning definitely has its place.  I’m concerned that students will lose that personal touch they get from the traditional classroom if there is not a balance.  Kids need to be efficient with technology that is a fact.  Using it to for learning is certainly one way to help facilitate that.  However, they are still kids; so as an educator, I feel it has its place but we need to make sure that we don’t lose sight of the social- emotional impact that teacher- student and student – student relationships have.  As far as adults go, there are many of the same issues, but I feel in the professional world it certainly is an important tool that is detrimental to being a successful life -long learner. 

Sources:

On-Line learning. (2012, Novenber 24). Retrieved from You-Tube: http://www.youtube.com/watch?v=Gf1vPhXquys

Pratt, P. a. (2007). Building Online Learning Communities. San Francisco: Jossey-Bass.

    

RSA #2 Professional learning Communities

RSA#2 Professional Learning Communities

http://www.readingrockets.org/article/31653/

 

     PLC’s are quickly becoming the venue districts are using to facilitate student growth.  As with all school initiatives you want to see student growth.  There are always good intentions when developing the PLC and the SMART goals, but how do we make sure that what we want to see happen will?  According to DuFour (DuFour, 2010) there are negative habits that teachers must avoid, giving a student a chance to learn to the best of his or her ability is not enough.  Lessons and practices must align to promote student learning.  Along with aligning goals to promote learning, educators must work interdependently.  Educators need to work on a specific balance of attainable goals. Some goals need to be short term while the others cannot be accomplished without significant changes in practices (DuFour, 2010).

     The article Professional Learning Communities (Center for Comprehensive School Reform and Improvement, 2012)  explains details of an effective PLC.  The article states that through the PLC process a teacher will build capacity in the area of leadership, while experiencing collaboration that is effective for enhancing student outcomes.  It cites various researches while trying to define a PLC.  One can summarize a common theme throughout the various definitions cited as; a PLC is a group of committed professionals practicing collaboration while sharing a common vision, all for the purpose of enhancing student learning. A researcher named S. Hard is cited in the article for defining a PLC as an infrastructure or a way of working together that results in continuous school improvement (Center for Comprehensive School Reform and Improvement, 2012).  As the article continues you learn that a PLC should have student learning and teacher leadership as its core and build from there.

     Professional Learning Communities tells us that a true PLC is a process not a model.  It lists the following as an effective professional learning community’s characteristics:

·         Collaborative culture

·         Focus on examining outcomes to improve student learning

·         Supportive and shared leadership

·         Shared personal practice

The articles continue with supports needed for an effective PLC.  It lists examples of supports at the building administrative level and then it goes into some details about district level supports that are necessary to have a successful PLC.  The article agrees with what I read by DuFour,  that “time” is probably the most valuable resource an effective PLC needs to have.  It suggests different strategies that have been attempted in order to allot the needed time to have a sustaining PLC.  Common plan time or combining classes to free up teachers are two of the example strategies given to help solve the issues that revolve around giving teachers the tie they need to get the job done correctly.

     The article Professional Learning Communities proved to be full of valuable resources.  It suggests websites to go to and also has a full reference section that includes studies and professional educational research links.

References

Center for Comprehensive School Reform and Improvement. (2012, November 9). Reading Rockets. Retrieved from WETAS: http://www.readingrockets.org/article/31653/

DuFour, D. E. (2010). Learning By Doing. Bloomington: Solution Tree Press.

 

RSA#1 Creating a Community of Professional Learners

RSA#1:  Creating a Community of Professional Learners: An Inside View

http://www.sedl.org/pubs/sedl-letter/v21n01/prof_learn.html

Throughout chapter three of Learning by Doing (DuFour, 2010), the authors talk about the importance of the focus of PLC’s.  The whole purpose of a schools PLC is to facilitate improved learning. But, what do we want our students to be learning and how will we know when they have learned it?  According to DuFour, the efforts put into these very important questions must be the responsibility of every faculty member.

The article Creating a Community of Professional Learners: An Inside View (Cowan, Creating a Community of Professional Learners: An Inside View, 2009) has many similarities with the process explained in DuFour’s book.  Cowan worries that if the learning community practice becomes too common, just teachers meeting from time to time talking about curriculum and needs for change the true PLC focus may lose purpose.  She states “Professional Learning Communities shape the way schools operate on all levels”.  They are a means to the end, the end being proficiency.  Cowan goes on to say that much of the literature on Professional Learning Communities main focus is on describing them, more needs to be written on creating and sustaining.

Cowan’s article continues to explain what she believes needs to be the steps a PLC needs to follow in order for a lesson to be sustainable.  

Step1: STUDY:  Teams of teachers analyze and discuss student data and learning expectations for specific state standards.  The collaboration effort focuses on what students need to know, assessments, and how their districts curriculum fits these needs.

Step2: SELECT:  Teams identify researched based materials to promote mastery.  They also research effective assessment techniques to use with their students.

Step3: PLAN:  The team creates a class lesson or unit that utilizes researched based strategies.  They decide on artifact collection and assessment techniques for proof of proficiency.

Step 4: IMPLEMENT: With-in a designated amount of time the lesson that the team collaboration created is implemented.  The team then does a basic action research project; collects data and provides student artifacts for other team members to analyze.  When that is completed the team actively reflects and discusses the lesson.

Step 5:  ANALYZE:  At this stage the team reflects on the lesson and actively engages in a discussion about the lessons effectiveness.

Step6:  ADJUST:  Alternative ideas that may promote more effective learning are discussed at this stage.

Cowan explains that the steps she has described are more than a PLC; they are the steps of a PTLC (professional teaching and learning cycle).  She concludes by telling us that the process of following the steps is ongoing and the process itself facilitates professional growth.  In other words, not only are the students getting more thought provoked, research based lessons, teachers are collaborating and focusing on a common vision.

References:

Cowan, D. (2009). Creating a Community of Professional Learners: An Inside View. SEDL Letter.

DuFour, D. E. (2010). Learning By Doing. Bloomington: Solution Tree Press.

my intro slideshow for class

here it is I HOPE

thought this was funny!