In my critical inquiry refection of the Khan Artists teams chosen modality, comparing what I learned from our team members and the wider course’s teams chosen modality. Each modality was interpreted as seen through the various specific areas of research, many of which brought valuable insight into various MOOC style or approaches and their role in education. The instance reviewed by our team in the Khan Academy (KA) program was “Intro to HTML/CSS: Making Webpages”. The Khan Artists looked at the interactive videos and how the KA met each area of our study. Khans’ philosophy of a flipped classroom, brought a different view point from the standard classroom format classroom teaching style. Bishop, J. and Verleger, M. (2013) discussed this, initially interpreting the taking of the traditional ideas that have been presented in the classroom, now presented via video or power-point lectures. Representing re-ordering of classroom and at-home activities not considering the time that can be spent in the classroom for expanding or debating the researched findings. In my research question “Is the KA a viable solution in meeting Alberta home schooling criteria”? The assumption that not only the flipped classroom approach could be useful from a home schooling viewpoint, the KA provided age or course specific material. The flipped classroom approach peaked further interest in the KA as I had dabbled in applying this process to the on-boarding process at work. I noted, performance and participation improved on the next day’s activities this process was followed. Confirming DeCesare, (2013) research, that students supplied with optional video lectures came to class much better prepared than when they had been given textbook readings. The presentations from our cohort expanded my understanding of available MOOC’s and the interactions through pros and cons as compared to KA program. MOOC’s as Pappano, (2012) stated brevity and interesting instructional video presented by KA portrays the new standard in exciting alternative learning platforms. Even with much positive research available, the KA ability to meet the AB Home schooling criteria don’t meet regulatory standards as is, falling short in language arts and humanities. KA discusses it’s future plans in obtaining a global certification, maybe if this happens the viability of using KA as a home schooling solution could be met.
Bishop, J. and Verleger, M. (2013) ‘Testing the flipped classroom with model-eliciting activities and video lectures in a mid-level undergraduate engineering course’, Proceedings – Frontiers in Education Conference, FIE, pp. 161–163. doi: 10.1109/FIE.2013.6684807.
DeCesare, J. A. (2013) ‘Navigating Multimedia’, Enhancing Instruction with Visual Media, pp. 11–26. doi: 10.4018/978-1-4666-3962-1.ch002.
Justice, C., Rice, J., Roy, D., Hudspith, B., & Jenkins, H. (2009). Inquiry-based learning in higher education: administrators’ perspectives on integrating inquiry pedagogy into the curriculum. Higher education, 58(6), 841. Retrieved from https://www.researchgate.net/profile/Dale_Roy/publication/226493136_Inquiry-based_learning_in_higher_education_Administrators%27_perspectives_on_integrating_inquiry_pedagogy_into_the_curriculum/links/5551dd0908ae93634eca729d.pdf
Khan Academy. (2018). Retrieved from https://www.khanacademy.org/