In this essay, I have given my opinions on “Why the future of online education seems bright?”
Although it caused enormous issues in the early stages of the pandemic, I regularly hear that remote learning is the way of the future. What will change, exactly? first posted on Quora, a knowledge-sharing platform that encourages users to learn from one another and obtain a better understanding of the world.
In my more than 15 years of experience with online learning, I have often noticed the same trend. For people who can’t attend a real class, the online experience is “the next best thing,” according to Online Ed 1.0, which focuses on trying to recreate the traditional experience while falling somewhat short.
We witnessed this when early MOOCs were given through webcams in lecture halls, voice-over-PowerPoint class formats, etc.
Online education 2.0 begins when institutions begin to heavily depend on the benefits of technology and cease making excuses for how it varies from the traditional classroom.
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At this point, student participation has increased significantly. For instance, there are more chances for students to provide feedback and frequently ask questions, as well as more ways for them to direct the use of on-screen technologies.
Online Ed 3.0 gains traction as businesses provide tools, content, and experiences solely for the online platform.
As a result of the early outbreak, districts and teachers were driven into Online Ed 1.0 swiftly. They were tasked with recreating the in-person experience online with limited preparation time and a number of other difficulties to overcome (trying to figure out device and internet access for students, dealing with the realities of the pandemic in their own homes and families).
Numerous educators chose Online Ed 2.0 out of habit, experience, and a strong desire to enhance the learning environment. However, we missed out on the 2.0/3.0 experiences, which will actually influence the future of online learning.
So, what will the future entail as educators become more deliberate and reflective toward online education?
1) Breadth of offerings and access
The elimination of geographical and physical constraints substantially increases the potential of online education. For example, the number of optional programs and after-school activities that can be offered at a physically located middle school is extremely limited.
Each requires a classroom and an instructor, therefore in order to even be considered practicable, there must be at least 30 participants. In addition, you need a teacher who is willing to handle the topic, find and create activities, and do everything else.
However, regardless of whether it’s graphic design, robotics, cooking, or another subject, it’s quite simple to bring together online the few students at each school with a very specific interest.
A small number of children at any school may be among the thousands of students who would enjoy this lesson or activity. The internet allows for a vast expansion of services.
The variations, therefore, become excellent learning tools. A student who appreciates reading science fiction may find their or her people in a sci-fi book group and then see this engagement with reading and learning trickle back into other subjects.
A student who would have been uninterested in a regular computer subject might find computer-aided design extremely engaging.
In the future, there will be many more online learning opportunities, and personalization will have the ability to truly engage and motivate students wherever they are.
2) Personalized Participation
Educational research demonstrates two facts regarding classroom participation: the more pupils participate, the better they do. However, the vast majority of students self-regulate and do not contribute as much as they could.
And there are numerous advantages to online schooling in this case. In a traditional classroom, you put yourself out there when you ask a question, offer an explanation, or seek assistance outside of class.
You are on stage when you raise your hand, when you address the class, and when you are seen speaking to the teacher after class.
However, there are numerous online participation options. There are possibilities for separate rooms, private discussion, and anonymous polls. There are simple ways to keep track of who has been active and who has been inactive and to offer necessary encouragement.
When I was teaching teachers to teach online, the most common concern I heard was that they would miss the interaction with students. However, after a week or two of online education, students would say that it was significantly more interactive than anything they had previously encountered.
3) Multiple Modalities
There are innumerable activities and demonstrations that may be used to create very diverse and engaging courses and experiences using technology.
The ability to administer, grade, and respond in real-time to mini-quizzes and assignments gives teachers seamless opportunities to differentiate instruction or simply direct it in the direction of need. It is simple to send and embed audio and video.
Students can view and engage with 3-D models of scientific occurrences. Even before exploring augmented and virtual reality, both of which are rapidly approaching, this is the case.
There are endless possibilities for teachers to give lessons and activities online, and we have just scratched the surface. When students can directly interact with the subject content, they learn most efficiently.
And we’ve reached a point where children can not only get high-quality visual help with ease but also begin to control and interact with them.
Where activities can make use of audio, video, and digital graphics to feel more alive and authentic, and where students’ responses or opinions can affect what occurs next. It is extremely exciting.
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