TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION
Online learning today, is of two basic kinds (although there are grades in between): one is a self-study, or “broadcast” model in which materials, maybe quite sophisticated multimedia, but self-study materials nonetheless, are posted on the web, and these are perused and studied by learners at thei...
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| Format: | Article |
| Language: | English |
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Online Learning Consortium
2019-03-01
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| Series: | Online Learning |
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| Online Access: | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1890 |
| _version_ | 1797327741870145536 |
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| author | Frank Mayadas |
| author_facet | Frank Mayadas |
| author_sort | Frank Mayadas |
| collection | DOAJ |
| description |
Online learning today, is of two basic kinds (although there are grades in between): one is a self-study, or “broadcast” model in which materials, maybe quite sophisticated multimedia, but self-study materials nonetheless, are posted on the web, and these are perused and studied by learners at their own pace. This model can also be thought of as a form of online publishing. I remind you that self-study, mainly through books, but more recently augmented by videotapes or broadcast TV, has been available for over a century, and unusually disciplined individuals have been able to learn and earn credentials on their own.
The second model, the “interactive” model is one where “classes” begin on a particular day with a cohort group, are taught by a faculty member who interacts with individuals or the cohort through group e-mail tools, generally referred to as group conferencing software. Interaction with the instructor is not occasional or incidental, rather it is regular and continuous, as is interaction among students. The student/faculty ratio is about the same for these online classes as that for equivalent campus classes. The “class” also ends on a particular day, i.e. the “term” is completed. This interactive model is the basis for most of the grants made by Sloan, because we believe it most closely parallels the learning environments associated with quality learning.
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| first_indexed | 2024-03-08T06:42:55Z |
| format | Article |
| id | doaj.art-141c62a52e1a4951b8d5188b0eb7a27a |
| institution | Directory Open Access Journal |
| issn | 2472-5749 2472-5730 |
| language | English |
| last_indexed | 2024-03-08T06:42:55Z |
| publishDate | 2019-03-01 |
| publisher | Online Learning Consortium |
| record_format | Article |
| series | Online Learning |
| spelling | doaj.art-141c62a52e1a4951b8d5188b0eb7a27a2024-02-03T08:25:23ZengOnline Learning ConsortiumOnline Learning2472-57492472-57302019-03-015110.24059/olj.v5i1.1890TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATIONFrank Mayadas Online learning today, is of two basic kinds (although there are grades in between): one is a self-study, or “broadcast” model in which materials, maybe quite sophisticated multimedia, but self-study materials nonetheless, are posted on the web, and these are perused and studied by learners at their own pace. This model can also be thought of as a form of online publishing. I remind you that self-study, mainly through books, but more recently augmented by videotapes or broadcast TV, has been available for over a century, and unusually disciplined individuals have been able to learn and earn credentials on their own. The second model, the “interactive” model is one where “classes” begin on a particular day with a cohort group, are taught by a faculty member who interacts with individuals or the cohort through group e-mail tools, generally referred to as group conferencing software. Interaction with the instructor is not occasional or incidental, rather it is regular and continuous, as is interaction among students. The student/faculty ratio is about the same for these online classes as that for equivalent campus classes. The “class” also ends on a particular day, i.e. the “term” is completed. This interactive model is the basis for most of the grants made by Sloan, because we believe it most closely parallels the learning environments associated with quality learning. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1890Online LearningAssessmentMetrics |
| spellingShingle | Frank Mayadas TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION Online Learning Online Learning Assessment Metrics |
| title | TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION |
| title_full | TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION |
| title_fullStr | TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION |
| title_full_unstemmed | TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION |
| title_short | TESTIMONY TO THE KERREY COMMISSION ON WEB-BASED EDUCATION |
| title_sort | testimony to the kerrey commission on web based education |
| topic | Online Learning Assessment Metrics |
| url | https://olj.onlinelearningconsortium.org/index.php/olj/article/view/1890 |
| work_keys_str_mv | AT frankmayadas testimonytothekerreycommissiononwebbasededucation |