Readying Higher Education for the Next Emergency - A National Plan for Academic Continuity

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A STATE OF EMERGENCY AND A STATE OF NORMALITY Hello, Burks, Melissa, and Bekeela! What a coincidence that you've written about online education forced by closed campuses during post-Katrina reconstruction at the same time as we have been disputing with Steve Eskow over destructive influence of vigorous campuses on online education (from to )! Readers learn from your article "The Sloan Semester demonstrated that online learning is able to sustain academic activities including advising, registration, financial aid, course equivalence, transcription, not to mention teaching and learning, during times of emergency". Why therefore online learning so hardly sustains academic activities during times of normality? Is Steve really right? Best wishes, Tad

Tad, what do you mean by 'online learning so hardly sustains academic activities during times of normality'? At the University of Illinois at Springfield, and a number of other institutions that follow the Sloan-C model of asynchronous learning networks, this does not seem to be a problem. Hence, you may want to specify what the problem is, if any. Yes, students at 'vigorous campuses' tend to be less inclined to take online courses than others; but that's because they're not the natural clients of e-learning. Those unable to attend campuses due to geographic location, busy schedules, illness or family duties are the natural audience for e-learning with on-campus students just supplementing their education with online and blended offerings. This does not mean that either group is academically inferior in any clear and simple way. Pete ps. Incidentally, you have directed us towards an insteresting discussion by Eskow and others on a related topic, but I still do not see the gist of your question.

E-MENTOR AND INNOVATE Pete, what do I mean by 'online learning so hardly sustains academic activities during times of normality'? I mean exactly what Burks, Melissa, and Bekeela express: "For some students, difficulty arose from their unfamiliarity with online classes". Naturally, for most academics, difficulty didn't arise from their unfamiliarity with online classes, isn't that so? In simple words, the problem doesn't concern academics because faculty don't resist "to using IT tools in active learning instructional strategies" ( ). ;-)

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Data wydania: 14 kwietnia 2009 r.
wersja online: ISSN 1731-7428
wersja drukowana: ISSN 1731-6758

info Artykuły naukowe zawarte w niniejszym czasopiśmie są recenzowane.