However, many arguments are created against distance education because it lacks face to face (F2F) interactions with their peers. Parviz (2002) argues that distance education isn't appropriate for "heavily dependent on experiential teaching, laboratory exercises, role-playing, group dynamics, body language, and other educational objectives that involve interaction-based observations". I would agree that some distance education isn't the best for learners. In the primary classroom, social interactions are so important in child development that distance learning almost "robs" a child of the on site school experience.
In Australia, distance education has been proven to be effective even in the primary classroom. I would love to field experience an online primary learning environment so that I could get my head around what the process and paradigm actually looks like. Downes (2013) researched a particular Australian school that involved parent supervisors in the primary classroom. I felt this experience was much like a home school situation than an actual interactive online learning environment. Parent supervisors are parents that help their child learn in the home environment. Most of these parents have no certification in the education field but rely on teachers to put packets of curriculum with explicit instructions so that their child can be part of the education program. Downes (2013) found that most parents struggles to understand the directions but also felt successful when they saw the actual progress of their child's education. While homeschooling is another topic that certainly can be discussed, I feel this article addressed this topic more than an online learning environment.
Parents and distance learning in the Downes (2013) article inspired me to explore the opportunities that parents have in their child's education in a distant learning atmosphere. Sorenson (2012) took surveys from parents and collected their thoughts on their children's education in an online environment. When parents were asked about their thoughts on what happens to be the most challenging prospect on their child's education, most parents answered, motivation. Motivation is such a key factor for any age in an online learning environment. If you are a lazy student and are not intrinsically motivated this environment won't be conducive from an educational point of view. Some parents were extremely positive about their child's experience. Some parents said that they felt teachers were more hands on than the regular classroom. Students were able to work at their own pace and allow more critical thinking (Sorenson, 2012). Depending on the child, distance learning can be effective. If parents are supportive, a child is intrinsically motivated, and the child is socially intelligent I do believe distant education can be truly effective in the primary grades.
Downes, Natalie (2013). The challenges and opportunities experienced by parent supervisors in primary school distance education. Australian and International Journal of Rural Education. 23 (2), p.31. Retrieved from: http://go.galegroup.com/ps/i.do?id=GALE%7CA344155476&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w&asid=9adf42d83006803ca5e87642d6130563
Sorenson, C. (2012). Learning online at the K-12 level: a parent/guardian perspective. International Journal of Instructional Media. 39 (4), p 297. Retrieved from: http://go.galegroup.com.ezproxy.liberty.edu:2048/ps/i.do?id=GALE%7CA311499606&v=2.1&u=vic_liberty&it=r&p=AONE&sw=w
Maggie,
ReplyDeleteI found your article very interesting for two different reasons. First, effective primary education in a distance environment is something I have a hard time wrapping my brain around. I guess the motivation factor would be a key concern. I know that parents I have dealt with over the years have no motivation and that in turn has affected the child's motivation. I would think this would be a disastrous set up at such and early age. The second thing that struck me was on a far more personal level. With children of primary age and living in an area where schools are a major concern, I find myself researching more about educational opportunities in a distance environment. I know that as a parent I would be motivated enough to balance that aspect of the program. However, where we live leaves little peer interaction. As much as I try to have my kids involved with their peers outside of school, I think there is a great deal of societal value to the being around peers in a classroom. I guess maybe there will be (or needs to be) a shift in the expectations of what will help children best adapt to societies of the future. Maybe in fact it will be how to work effectively and collaboratively in an online environment more so than the social skills developed in schools. Thanks for a great post!
Maggie,
ReplyDeleteYour post has gained my interest in the Australian distance education. I can certainly understand how some parents may feel challenged in supporting their child’s learning when they have no experience in pedagogy. There are many times when the parents of my students struggle in helping their child with math homework because they do not understand today’s math concepts. However, if the instructor is easily accessible in an online environment, support should readily available through email, phone call, chat, or Skype. As a parent of a son who has been diagnosed with ADD, OCD, and anxiety disorder, I have considered the K12 virtual school for his education. I have not been able to find a lot of data from research in K-12 distance education, especially for students with learning disabilities. After speaking with representatives from a K-12 virtual school, there seems to be a lot of support for learning disabled students and opportunities for social interactions. As the demand for distance education continues to rise, I hope that further research is enacted to provide better data on best practices.