E-Learning and The Modern Classroom

Meyen, E. L., Aust, R. J. and R. Isaacson (2002). Assessing and Monitoring Student Progress in E-Learning Personnel Preparation Environment. Lawrence, Kansas: The University of Kansas, E-Learning Design Lab.

Unit Four: Teacher Training

Summary
This research report presents the findings of an e-learning study. The intent of the research was to focus on experiences in online-instruction (via virtual universities and online courses) and web-based supports in providing examples of how the pedagogy of e-learning accommodates good teaching practices and the contributions of employing sound assessment practices and the use of electronic portfolios in building a more powerful pedagogy of electronic (e) learning. Some questions that guided the search included:
Will assessment strategies be learning experiences in themselves?
Are judgments of performance made against peer standards or established criteria?
How can reliability and validity of assessment be assured?
Essentially, the study examined how electronic portfolios can be assessed and what the results of this assessment can mean for driving practice.

The study resulted in some key findings. First, students were more engaged with the electronic courses than with traditional classroom-based learning. Especially in those e-courses that required students to submit a weekly response (such as journaling or article reviews), student achievement was higher than in courses where students were not “accountable” for completing work on an ongoing weekly basis. Secondly, student responses were more creative and innovative, incorporating animations, photos, diagrams, streaming audio and video into their written work. Lastly, students reflected that the actual set-up of an electronic classroom allows for persistent and on-going student participation 24 hours a day, 7 days a week. For the night owls, the insomniacs and the random late-night epiphany moments, students found the ease of accessing course material and assignments from their own home on their own time essential to their success in the class“room”.

Reaction
I am excited about the ideas presented in this article. As a firm proponent of the writing process, the idea of electronic portfolios combines the elements of a traditional written portfolio (formative assessment, credit for improvement, a forum for revision, etc) with the ease of technology where revision, multimedia and virtual “texts” can be incorporated into written work with the click of a mouse. Students are comfortable with the internet, virtual chat rooms and web pages, so incorporating these forums into the classroom presents great opportunities for student success, inviting students own voices and familiarity with technology culture into the classroom. The article is a good reminder of the ongoing technology instruction pre-service and practicing teachers must seek. I recently attended a technology workshop at one of the local middle schools. The theme of the course was internet safety. To my great shock, few of the teachers knew much about protecting their own identities over the internet, let alone that of their students. Many of the teachers admitted to allowing and even encouraging their students to surf the internet for images or ideas related to an assignment, unaware of the potential hazards such activities posed for the instructor. Few, if any, knew how to operate a web page, let alone set one up and manage it. The technological deficiencies of the teachers was detrimental to the success of their students. All Washington State schools have computer labs and most students grow up with a computer in their home, if not one in their own bedroom. Students are continually connected to virtual media, online discussions, web videos, etc. Why wouldn’t teachers want to capitalize on these skills and know-how for classroom use?

In my short experience as a composition instructor, I utilized Blackboard technology and online discussion forums as an extension of classroom discussions and resources. I posted interesting site links relevant to classroom discussions and encouraged on-going sharing of knowledge through online conversations and virtual chat-rooms. In my course evaluations, students overwhelmingly attributed much of their personal success to the aid of the Blackboard site. I wish I had read this article back then, so I could have tried out the electronic portfolio. My students created a quarter-long written portfolio that they submitted (in hard copy) at the end of the term. Often times, those students who spent extra care in the presentation of their portfolio (visual elements, neatness, illustrations, organization and other special effects) were also those who scored the highest. It seemed that the creative outlet fueled their academic response, increasing conceptual understanding and rhetorical awareness (central elements of writing). It would have been fascinating to try out the electronic portfolios, for the possibilities for creativity are endless.