Wednesday, November 16, 2011
[TLT-SWG] Shared Hope but Conflicting Reactions to "Why I No Longer Teach Online," by Nancy Bunge, Chronicle Higher Ed
"Online" can mean many different things in different contexts.
Bunge’s article omits too much. It seems to explain how she tried to add an online component to a course, why that failed, and why she will “no longer teach online.” But her interpretations of students’ responses, her conclusions, and her implied recommendations are not supported by her article. Her experience was too narrow. She did not adequately answer the questions below. Clear answers to these questions would also provide useful context for a description of an experimental introduction of some online activities to improve any undergraduate course that has previously had none.
For other excerpts from Bunge’s article and my responses, see www.tlt.gs/bungeresponse
Also, see below for full citation/link for her article.
I share Bunge's hope that our colleagues will "keep evaluating technology's impact, perhaps they will eventually find a way to invest its processes with the sense of shared humanity that binds together students and teachers in successful classes." And I hope she shares mine that our colleagues will continue just as avidly to try to achieve those successful classes - with or without online activities...By using whatever available technologies, supporting resources, pedagogies, etc. that seem worthwhile and well-matched to their own abilities, to the characteristics of their students, and to the purposes of those classes.
QUESTIONS
1. How did online assignments differ from other assignments in the course?
• How were course assignments communicated?
• How was students' [text-only?] work examined, guided, structured and graded?
• Were students permitted, encouraged, or required to do their thinking and writing in any ways for the "online" assignments different from how they did their thinking and writing for other assignments?
• Were students permitted, encouraged, or required to read the passages for the online assignments in any ways that differed from other reading assignments?
• What was the nature of the online assignments, activities? The most common option would be to use the institution's Web-based course management system to enable and require students to participate in an asynchronous threaded text-only online discussion during which the instructor intervenes occasionally. That certainly wouldn't be my recommendation for achieving Bunge’s stated goals.
2. What was the course schedule and how did it change? Did the course usually include 3 face-to-face class meetings per week?
a. Was the schedule changed to include only two such weekly meetings with some kind of online activities provided instead of the third weekly meeting? or
b. Was some kind of online work added instead of substituted for class meetings?
3. What was the purpose of the online activities? In what ways, if any, were their purposes different from other course activities?
Above comments, questions, refer to: "Why I No Longer Teach Online," by Nancy Bunge, "...professor of writing, rhetoric, and American culture at Michigan State University." The Chronicle of Higher Education, November 6, 2011-Part of:Online Learning: The Chronicle's 2011 Special Report
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IMAGE
Photo of "Laundry hanging on clotheslines between buildings, New York City" ca. 1900
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This work is in the public domain in the United States because it was published (or registered with the U.S. Copyright Office) before January 1, 1923.
By Detroit Publishing Co. [Public domain], via Wikimedia Commons
Photochrom print by the Detroit Photographic Co., copyrighted 1900.
From the Photochrom Prints Collection at the Library of Congress
THIS IMAGE is available from the United States Library of Congress's Prints and Photographs division under the digital ID cph.3g04167.
Inside Higher Ed: Missing Elements
Survey finds that high school counselors think their schools are not succeeding in key areas to promote college readiness and attendance. MORE
eLearners News: How to Figure Out Which Program to Pursue
Looking for the right online program, but not sure how much education to pursue? Below are a few scenarios that may help you determine which degree level is the right fit.
• I want to keep my skills fresh.
An online certificate may suit you. Certificate programs are shorter in length than degree programs and offer coursework to keep your current job knowledge up-to-date.
• I want to move beyond an entry-level position.
Employers view an online associate or bachelor degree program as proof that you can handle a little bit of everything. They also view it as evidence that you're a reliable person, with enough drive and determination to complete a long-term project.
• I am looking to move into an advanced role at the management or senior-management level.
Online master degree programs have a curriculum that is more advanced. Certain positions require a master degree due to the highly-focused nature of the work.
• I am interested in pursuing original research or being a professor.
The doctorate is a rigorous academic endeavor that is typically completed by individuals interested in teaching at the postsecondary level or being a professional researcher.
Choosing Your Undergraduate Degree
Struggling between an associate and bachelor degree? Depending on goals as well as personal obligations, students are typically advised to ... Read more
Choosing a Master Degree
Know the difference between an academic and professional master degree? An academic degree is ... Read more
Terms to Know
Undergraduate Student A college student who is pursuing a two-year associate degree, or four-year bachelor degree.
Graduate Studies— Coursework beyond the bachelor degree that leads to a master degree, professional, or doctoral degree.
NORDC Chief Executive Officer Position Announcement
The New Orleans Recreation Development Commission (NORDC) is currently conducting a national search for a permanent CEO of the New Orleans Recreation Development Corporation. The CEO position is vital to the success of NORDC and we encourage our network to share this position announcement with your contacts far and wide to make sure the Commission has the best possible pool of candidates.
The CEO of the Corporation will have the responsibility to plan, organize and direct the employees and programs of New Orleans Recreation Development Commission (NORDC); to oversee development, implementation and administration of NORDC policies, programs and facilities; to manage daily operations; to ensure the effective maintenance and operations of recreation facilities, including all outdoor athletic and recreational centers; to coordinate with and delegate to outside agencies and community groups; to assist in building financial and strategic support for NORDC; and to provide highly effective and comprehensive information and support to the Commission. The CEO receives policy direction from the Commission, and works in conjunction with the Executive Director of the NORD Foundation.
Complete position requirements and application details are available on the NORDC website. Inquiries and questions should be directed to: Robert L. Clayton, Executive Vice President, DHR International, 202.362.2700 ext. 206, rclayton@dhrinternational.com
University Business: Why Higher Education Needs to Be Disrupted
Can a university be great without a rock-climbing wall? Depends who’s measuring greatness, according to the panelists discussing “What It Means To Be Educated In the 21st Century,” with Harvard Business Review editor Justin Fox at Techonomy 2011 in Tucson, Ariz., this week.
Maria Klawe, President of Harvey Mudd College, says her institution is going great guns: her 750 students, 80 percent of whom are on financial aid to cover the $42,000 annual tuition, are engaged 100 hours a week in learning, no climbing wall necessary. Ángel Cabrera of Thunderbird School of Global Management is less sanguine. “We all say we don’t care about the [U.S. News-style] rankings. And we all lie … Colleges do not compete on educational outcomes,” he says. “We don’t know if a student from Georgetown learns more than a student from Northwestern or Harvey Mudd.” The way to get high rankings is to offer a plush student experience, which drives up tuition costs.
The result, notes Andrew Rosen of Kaplan, Inc., is a costly competition for the third of America’s high school graduates who are all primed to “do college” and who will do fine whichever school they choose. Job studies, however, show America needs fully half its high school graduates to go on and complete college.
Forbes
Inside Higher Ed: Better Than Yours
November 16, 2011 - 3:00am
By Kevin Kiley
Survey by private college group shows areas where liberal arts colleges outperform private and public universities, to reinforce differences among institution types. MORE
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