In Part #1 we discussed the virtues and benefits of teaching in the classroom. It is the most reliable form of pedagogy to ensure a student achieves thriving [ef-lÉï¿½-RESS] – Reach an optimal stage of development. I should point out that some educators believe that blended learning or blended education, eLearning and distance learning do not involve classroom instruction. This definition is provided by teachThought, updated on May 18, 2020. This is a website that promotes teaching teachers how to teach students. This is the latest requirement [EKS-I-jÉï¿½n-see] – A crisis that requires immediate action in education.
I also refer to an article from What Blended Learning Is – and Isn’t, dated March 4, 2016, so that my readers can gauge the difference in definitions and how synchronicity [Ëï¿½siNGkrÉï¿½Ëï¿½nisÉï¿½dÄï¿½] – The state of two or more things or events that are perfectly synchronous is NOT happening now or in the immediate future. According to author Clifford Maxwell, there are 3 definitions of blended learning. You are 1.”Blended learning is any formal educational program in which a student learns at least partially through online learning. with some element of student control over time, place, route and/or pace“. The 2nd definition, “the student learns at least partially in a supervised stationary location far away from home“. And third, “the modalities along each student’s learning path within a course or subject interconnected to provide an integrated learning experience“.
I have included these two definitions because they are written out by science – “a group of authorities and leaders in a field of science, art, etc. who are often allowed to dictate standards, prescribe methods and criticize new ideas“. The point I make is that the definitions can be potentially harmful [del-I-teer-ee-uhs] – harmful; harmful: harmful influences” on education in any form! The reason I say this is because of what Clifford Maxwell includes and what the latest definition does not; some element of student control over time, place, path and/or pace! Online learning institutions do NOT allow ANY STUDENTS at any educational level in this country to take this type of instruction!
Let me illustrate this with a personal observation of my 10 years of online matriculation. And at this point I would like to state that NO student gets the education they pay for. Let me focus on the element of student control. Let me be very clear; “There is no control over the time, the place you learn, the curriculum (path) and certainly not the pace” at which students must learn. It is an advertising tool for Placate [plÄï¿½-Ëï¿½kÄï¿½t] – “To calm or soothe another person”. All of these expectations are advertised by many colleges and now many high schools (the ones that are online) as what is offered at their institution. I want to illustrate my statements with what I call “fact logic”. The costs for online learning are the same as for face-to-face classes. You cannot use the inpatient facility’s teacher resources if one is available in your state. I struggled with algebra and took classes at an institution in my state. My teacher was a PhD mathematician who couldn’t convey a clear thought when his life depended on it. I went to college to seek help elsewhere because my teacher lived in Illinois and was only available for help during regular classes. The head of the math department told me that according to the institution’s policy, he could not help me because I was an online student! If I hadn’t been a disabled vet and promised him I’d camp outside his office for the rest of his life; he would never have helped me. No younger student would have received any help from the highest earning college in America!
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dr Edward J. Files, AGS, AAS, BSM, Emba, Ed.D. (double focus on organizational and leadership development)
Clifford Maxwell, (March 4, 2016) “WHAT BLENDED LEARNING IS – AND IS NOT”, https://www.blendedlearning.org/what-blended-learning-is-and-isn’t/
Thanks to JD Files | #Comparing #Contrasting #Classroom #Instruction #Online #Instruction #Part