There are more and more blended and online courses on offer at the university level, and I wanted to find out the extent to which courses in all fields of practice and at all levels are being offered online. Please share your observations, experiences, opinions, and rationales on this.
Yes.
This is because a lot gets lost and distorted by students missing lectures, coming late, not listening well, taking poor notes, and the fast pace of lecturing. Using blended learning (lectures +E-learning), the students have the best of both worlds. The only non-content loss is in the practice of note-taking. The real non-content gain should be in learning self-study.
Hi Marcia,
I have published a few articles about this very topic which track the changes made to mathematics education courses.
Reference details provided below. Happy to correspond further with you about them if need be. Regards, Kevin.
Larkin, K. & Jamieson-Proctor, R. (2015). Using Transactional Distance Theory to redesign an Online Mathematics Education Course for Pre-Service Primary Teachers. Mathematics Teacher Education and Development (MTED). Online First. http://www.merga.net.au/ojs/index.php/mted/article/view/193
Larkin, K. Jamieson-Proctor, R. & Finger, G. (2012). TPACK and pre-service teacher Mathematics education: Defining a signature pedagogy for Mathematics education using ICT and based on the metaphor ‘Mathematics is a Language’. Computers in the Schools - Special Issue: Technology and Signature Pedagogies.
I have changed some of my courses to a blended mode. If you do not, your courses are not updated with the new needs of your students, the requirements we have to meet as teachers, proffessors, and researchers, and you do not take advantage of technology to empower educatiion as a global system of knowledge, communication and exchange.
At my university, lecturers have to deal with a prescribed syllabus. I have turned most of my classes to a blended learning mode (face to face + online) since how the content is delivered is up to individual lecturers. However in terms of assessment, I have to follow the syllabus which has allocated between 5-10% to online assessment. Based on the results of their online assessment, I'm afraid some of my students are not ready for the 'technology' although social networking is definitely part of their lives. By the way, I teach English as a second language to undergraduates.
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