Why Leave Online Learning?

Many people know that I think online learning has a unique promise. Unfortunately I also feel that online learning at the K-12 level does not work as the sole source of learning for most students. Over the last year I had great experiences where online learning provided students with their first school successes. Students with immobilizing social phobias, bullying that turned their local school into a fearsome destination, and lives so mobile that they never stayed in one place for longer than a week while attending school were finally able to succeed. Simultaneously I struggled to engage students making a choice between education and familiar distractions. They sat at home, usually alone, choosing whether they should answer my call, log onto their computer, or even wake up.

Online learning works for students who are motivated and can see the educational benefit. Those who benefit the most are extremely well organized and highly motivated or have family members with those traits supporting them.

Schools are investing quite a bit of money into these programs. To get an experimental idea off the table one method employed by schools is to trial it as an after-school program or with at-risk students. Herein lies my dilemma. “At-risk” students are by definition unlikely to respond to a program that requires high levels of motivation and organization. So how do we test curriculum? How can we proof an idea when the motivated few set a curve (simply by reading material and completing assignments and succeeding on assessments) and then data gives a wide gap in the middle before landing with a swath of incomplete work.

I worry about the rigor of the work and yet at the college level students learn as much from online studies as traditional classes according to the Department of Education’s review of research studies. Some of those studies indicate that blended learning environments provide the best method – combining technology with traditional environments. Due to this last idea I have decided to take some time and reassess my professional goals. Whether I land in a regular classroom and work towards understanding this or continue online as an instructional designer I do not want to teach solely online. There needs to be a balance.

There are other issues as well. Households earning at the “lean” end of the economic spectrum tend to not have broadband access to the internet. Those at the other end tend to have much higher rates of broadband access. Minorities tend to use mobile devices and that segment of the technology market is growing so perhaps mobile learning environments will provide the best avenue for education. (Economics and Statistics for the exact figures).

So right now I am thinking I need to work on a plan that brings mobile learning environments into traditional settings. One problem – how to convince the teachers that they want their students to have their cell phones on during class?





About the author: Rurik

Known both as Ru (or as the title suggests, Ru Ru the Ruiner), Rurik studies ways games can designed to improve society, especially in the realm of education.