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Let's Rethink Online Learning

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Bibliographic Details
Title: Let's Rethink Online Learning
Language: English
Authors: Goodwin, Bryan, Twani, Erika, McREL International
Source: McREL International. 2017.
Availability: McREL International. 4601 DTC Parkway Suite 500, Denver, CO 80237-2596. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org
Peer Reviewed: N
Page Count: 11
Publication Date: 2017
Document Type: Reports - Descriptive
Descriptors: Electronic Learning, Online Courses, Outcomes of Education, Educational Environment, Educational Improvement, Low Achievement, Learning Processes
Abstract: In less than two decades, online learning has expanded from virtually non-existent to nearly three million students in the U.S. taking classes, in whole or in part, online. While some may applaud this shift as evidence that the digital age has finally brought disruptive innovation to staid public education systems, there is just one problem: Outcomes of online schools, on average, have been anemic. This paper evaluates the following questions: (1) Are there online learning environments that can actually improve the outcomes of struggling learners?; and (2) If so, how might these environments differ from what we are currently doing in the name of online learning? To date, what many online programs seem to be doing is taking what was not working for students in face-to-face environments and putting it online. This paper reports that emerging research is showing that online learning "can" work for low-achieving students when it offers a true alternative to what they were getting (or perhaps "not" getting) in regular school settings. This paper discusses the powerful potential benefits of unleashing the true potential of online learning with both content and learning process personalization. Steps for personalizing online learning are included. [The Learning One to One Foundation produced this document with McREL International.]
Abstractor: ERIC
Number of References: 16
Entry Date: 2018
Accession Number: ED587388
Database: ERIC
Description
Abstract:In less than two decades, online learning has expanded from virtually non-existent to nearly three million students in the U.S. taking classes, in whole or in part, online. While some may applaud this shift as evidence that the digital age has finally brought disruptive innovation to staid public education systems, there is just one problem: Outcomes of online schools, on average, have been anemic. This paper evaluates the following questions: (1) Are there online learning environments that can actually improve the outcomes of struggling learners?; and (2) If so, how might these environments differ from what we are currently doing in the name of online learning? To date, what many online programs seem to be doing is taking what was not working for students in face-to-face environments and putting it online. This paper reports that emerging research is showing that online learning "can" work for low-achieving students when it offers a true alternative to what they were getting (or perhaps "not" getting) in regular school settings. This paper discusses the powerful potential benefits of unleashing the true potential of online learning with both content and learning process personalization. Steps for personalizing online learning are included. [The Learning One to One Foundation produced this document with McREL International.]