ONLINE COURSE

Compare and Contrast Taking an Online Course or Courses Versus That of a Traditional Course, i.e., In A Brick-And-Mortar Classroom With An Instructor In The Room

Compare and Contrast Taking an Online Course or Courses Versus That of a Traditional Course, i.e., In A Brick-And-Mortar Classroom With An Instructor In The Room

Introduction

Online learning is delivered via the Internet. Courses or learning experiences are designed to take advantage of being online and having a range of tools and options not available in the same ways within a traditional classroom. It offers a rich potential to students, and this potential is beginning to be tapped by school leaders. (Berge & Clark, 2005)

Before online learning became widely available and affordable, students in small high schools frequently were unable to take advanced placement courses. They were restricted to a single foreign language option. Often physics or other higher-level science classes were not taught, and even years 3 and 4 of foreign languages were taught together, denying students opportunities to engage in programs that would enable them to be prepared for college and career. Online learning has increased the options and opportunities for students.

In the academic year 2002-2003, approximately 8,200 public K-12 schools had students engaged in distance learning. These figures are from a National Center for Education Statistics report, based on survey data, released in March 2005. Over three quarters of the schools offering distance courses were high schools. At the high school level, a large percentage of the distance courses were advanced placement, foreign language, or college-credit opportunities for students. Smaller schools and rural schools reported higher numbers of distance courses. Recent samplings suggest that the numbers of online courses are increasing, with more schools providing them to students.

Online courses may be taught through synchronous (at the same time) or asynchronous (time period set in general terms, not specific hours) methods. Often the online courses are a combination, providing lectures and discussion at a particular time, and further discussions and activities are provided asynchronously. Some online courses include an opportunity to be synchronous and have visual and sound connectivity. Many utilize a chat-type setting. There are increasing numbers of conference opportunities employed within courses, depending on resources, equipment, and other considerations. As more K-12 schools are connected to Internet2 or other powerful connections, these options will become common. Hybrid courses involve multiple ways of disseminating material and engaging students. These may include DVD-based lectures, live chat sessions, asynchronous discussions and activities, learning objects (including simulations), video conference sessions, print materials, and even occasional face-to-face conferences or meetings.

Some schools establish a time within the school day when students are engaged in online learning at the school site, eliminating the issue of attendance accounting. The context is a regular time and a regular place with a teacher or paraprofessional as a support. Students may be taking one or more courses, and the adult present often is not expert in any of the fields, yet he or she is there for technology support, examinations, and general ...