Listening and contemplating on the array of topics from the virtual symposium sessions, I am intrigued by the notion of digital learning and its’ capability of reaching a wider audience and providing greater impact on learning. Being in the field of digital education, I have always been a believer that online learning is a great avenue for learning to be more accessible regardless of age, ethnicity, cultural background, socioeconomic status and, etc. While I still believe that for the most part, this is true, I am curious to dive deeper on how accessible and effective is online learning?
Listening to Dr. Tony Bates on his perspectives on the new policy set by the Ontario government mandating high school students to take four online courses and Vivian Forssman’s on the 2018 results of the Canadian National Online Survey, I wonder if institutional leaders are ready and equipped to tackle the complexity of developing policy and structure around digital learning. The notion of developing high school students to become independent learners sounds like a great idea; however, the question is how do we teach and support them to become independent learners? According to Dr. Bates, “Students need help to become independent learners and teacher support is critical” (Bates, 2019, 59:03). It seems that the Ontario government has missed the opportunity to thoroughly assess the implications of this huge undertaking in its focused to save money. As a result of this new policy, will high school students be prepared to self-manage their own learnings? Will they be motivated to learn and complete the program to graduate from high school? What will be the drop-out rate because of the new policy? This leads me to my next point that Vivian Forssman shared in her webinar presentation. In order to have an effective and accessible online and digital learning, there needs to be a clear and well-articulated vision of how online and digital learning should look like, including strategy, tactical plans, expectations and technology capabilities (Forssman, 2019, 58:33).
As I reflect on this issue, I am moved to do more about this particular subject. I am interested to learn more about my own organization and if we have a policy currently existing to support our online and digital learning across disciplines of academic and technical education and training. The expectations and needs of learners across my organization are shifting quickly to on-demand, real-time, and accessible learning. Is my organization ready to tackle this shift with good policy and structure in place to support effective and accessible online learning?
References
Bates, T. (2019, April 16). Re-thinking the purpose of online learning. Retrieved from: http://ow.ly/gJlx50qwmbq
Forssman, V. (2019, April 17). 2018 Results of the Canadian National Online Survey. Retrieved from: http://ow.ly/K1z050qEIPZ
I was not fortunate enough to be able to attend Dr. Bates session live, but I did listen to the recording. At first, I thought the Ontario government was on to something by forcing high school students to take online courses in order to graduate. I thought that it was a great way to introduce students to the world of online learning since many adult education programs use a digital environment for delivery (e.g. workplace trainings, post-secondary, refresher courses). After the session was done, I got thinking more about the issue and realized that I was not in favour of the policy. While I still believe an introduction to online learning belongs in the K-12 system, it cannot come into place with a snap of the fingers. Good online instructors are not on every street corner; it takes skill to teach in a digital environment and it is not the same as teaching face-to-face, and it takes some training for students to be good online students. If we are not careful, digital learning will have the same negative reputation as correspondence learning once did (and probably still does). I do not know what the answer is, but as we go through MALAT and start (or continue) to work in the field of digital learning, it will be up to us to ensure this format gets the respect it deserves.
I agree with you, Kathy! Dr. Tony Bates and Vivian Forssman talks resonated with me. I think there is much work needed to develop a digital learning strategy and policies around it. Even in my own work environment, this is a challenge. As we continue our learning in the MALAT program, we have a responsibility to act on the challenges of 21st-century learning.
Hi Sharon,
I am so glad that you found the virtual symposium valuable and that it caused you to want to dig more deeply into what we know about online learning. I am looking forward to you sharing your findings with us as your blog progresses throughout the program!