Distance Education Myths - DE Oracle

DE Oracle @ UMUC An Online Learning Magazine for UMUC Faculty Center for Support of Instruction Distance Education Myths George Harding Adjunct Faculty Graduate School of Management and Technology Published: January-February 2004 Category: » Online-pedagogy » Teaching-tools While participating in the Global Faculty Forum (0309FACD1000909), "Challenges to UMUC: Communication, Compensation and Grade Inflation," from 17-23 September 2003, Christina Mainka shared with fellow participants a list of "myths" about online learning that students may believe — along with countering facts — that she provides to her students prior to each class. Based on an idea from Dr. Chris Sax (Science Director of the School of Undergraduate Studies), Dr. Mainka uses her Myths to address student perception problems that she regularly encounters in her online classes. She comments, "The myths have really been a time-saver, and the whining has been reduced to nearly zero... the list gets longer with every class." George Harding, who has borrowed the idea as well, concurs. "Myths About Taking Online Classes," reproduced below, is Christina Mainka's list as edited and amended by George Harding for use in his online classes. Christina and George offer it to other faculty for use in their classes. If you have comments on these myths or if you have suggestions for additional myths that should be added, send them to George Harding via email at gharding@polaris.umuc.edu (mailto:gharding@polaris.umuc.edu) . Dr. Harding suggests that the Myths be introduced in a Week One Discussion in your class, along with a request to students to comment on them and any other introductory materials that you use in your classroom. Such discussion encourages students to read the introductory materials. Myths about Taking Online Courses There are more similarities than differences between online and face-to-face (f2f) classes, including the material, assignments, and in a modified form, discussions. However, some individuals expect online classes to be easier than f2f classes. In reality, online classes may be more difficult for some students, primarily because it is so easy to “forget to go to class” (i.e., log on). One fundamental difference between the two is the discussions. In the f2f class, all student discussions take place in real time (in person), so students do not have the opportunity to think about and research the topic, especially when the topic veers in an unexpected direction; in-class comments are “top of the head.” In contrast, online class discussions are asynchronous, where students have an opportunity to think about and research both their own and their classmates' positions, and provide online and other citations. Thus, the discussion tends to be more substantive. Because of this research capability, online classes should have more rigor than f2f classes. Below are a series of prevalent myths about taking online courses, along with the facts concerning the myths. Myth 1: My work schedule is demanding and variable (I can't be in a classroom regularly), so the online format is great for me. All I need to do is hand in homework assignments and keep up with the reading (I don’t need to waste time in discussions). Distance Education Myths - DE Oracle Fact: If you are not an active participant in the weekly online Conferences, you will not successfully master the class material, and there is a high probability that you will not earn a passing grade. Myth 2: Online format means I have time for more classes, which should be manageable after work. Fact: Online courses require more diligence and heavier participation than their f2f counterparts. Online course assignments have been designed to require approximately the same amount of time as you would spend if you were attending a traditional class (class time plus homework time). The savings are only in frictional costs: transportation time to and from class, class time not directly related to content -- breaks, chitchat, etc. The rule of thumb for homework-to-class time for both f2f and online classes: spend 2-3 hours of homework for each hour of class time. Since this is a 3-credit course, expect to spend 9-12+ hours per week or 1½–2+ hours per day, 6 days a week, to participate in online discussions and complete the readings and assignments. Note: After work, sleep, meals, and a modicum of personal time, it is only with utmost discipline that most people can fit in 2 hours per day for studying. Students must budget/prioritize their time carefully. You cannot expect to do well if you drift into discussions occasionally and make a few gratuitous comments. Plan to log into the classroom 2-3 times each week to add your thoughtful comments to the Conference. Each time that you visit the classroom, be sure to leave an audit trail (one or more Responses that document your presence). Myth 3: Since I do not need to participate in every Discussion, I can take time off from class. Fact: You are responsible for the material covered in each and every Conference, which may deviate from the assigned readings. What you get out of a class is directly proportional to what you put into it. If you do not actively participate in all phases of the classroom, you cheat yourself out of the learning experience. Myth 4: After submitting my responses to the Conferences, I need not visit the conference again that week. Fact: You are expected to join the Conference 2-3 times a week to read and contribute/share your thoughts and comments to the unfolding discussions. Myth 5: I am a working adult with a family and other classes to attend. I like the flexibility of the online format. Whether I participate or hand in an assignment on time or not should not affect my grade. Fact: Although instructors will generally do everything possible to accommodate their students, as indicated in Fact/Myth 4, you are expected to participate in the Conferences 2-3 times a week — and to hand in work on time. Pay attention to the Hints for Success (http://info.umuc.edu/de/faculty/rmf/#success) section of the Read Me First page. Myth 6: Why think about something another has given much thought to? Copy-pasting a few paragraphs here and there from the Web saves me time and never hurts anyone. Fact: Class and UMUC policy (http://www.umuc.edu/policy/aa15025.shtml) are that students are expected to advance their opinions in their own words and where others' words or thoughts are used, to give appropriate citation. While the Internet makes it very easy to plagiarize, sophisticated tools are available that make it easy to catch cheaters. Therefore, students always should be diligent about citing sources. Distance Education Myths - DE Oracle Myth 7: Conference discussions are informal exchanges of ideas, so instructors should not expect high-quality writing in my topic submissions. Fact: Just as athletes put forth their best efforts in practices in order to be fully prepared for official events, the classroom is the place to learn/practice expressing yourself professionally. As such, each effort should be a best effort. Without such practice, you will not be well prepared when required to produce quality writing on the job. Myth 8: I am busier than everybody else in the class, so I can't be expected to contribute as much to the Conferences. Fact: Enrollment in a class is a professional commitment/business relationship on the part of the student, which needs to be treated very seriously. Life events will intrude, but it's the student's responsibility to make whatever adjustments may be required to fulfill this responsibility. Myth 9: I am busier than everybody else in the class and my demanding schedule means I can expect exceptions to any/all of the above myths/facts. Fact: All students are evaluated using the same criteria. As evident in your online "Portfolio," WebTycho does an excellent job of compiling statistics for each individual student on the quantity (character and word counts) and type of Responses (Response to the main topic versus Asides/Responses to other students. Portfolio statistics are available to the instructor. In addition, instructors keep track of the quality of students responses, and many note the number of URL and non-URL cites provided by their students. The ultimate fact? To get the most out of your class, participate thoughtfully, professionally, consistently, and often! About the Author(s) George Gordon Harding has taught ADMN640, Information Systems for Managers, in the Graduate School since 1998. He has been involved with Manufacturing Engineering, Information Technology and Project Management for 35 years, working for DuPont Merck Pharmaceuticals, DuPont, General Electric and Baumritter Corporation. In addition to his industrial career, he has taught various math and computer courses as an Adjunct Professor at a number of colleges in the Delaware area. He earned his Doctorate in Education from Wilmington College, his MBA from the University of Delaware, and his BS in Management from New England College. Before getting his college degrees, he graduated from the General Electric Apprentice Program as a Journeyman Toolmaker. He also has 9 years of military experience with the Army and the Air Force. Christina Mainka has been teaching math and science since 1995 for UMUC's European Division and teaching online science classes for the School of Undergraduate Studies since 2000. She is a native New Yorker who has lived and worked in central Germany and now teaches online for UMUC from Edinburgh, Scotland. Her Ph.D. was in applied physical chemistry, and she has done research work in surface science, including studying the reactivity of noble metal surfaces. In addition to teaching general and environmental science courses, she does her best to live what she preaches by treading lightly on our fragile planet. Rating: Not yet rated Comments No comments posted. You must be logged in and be a member of the UMUC community in order to comment. If you are a member of the UMUC community and do not have an account, please register for a FREE one. 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