They’re all wondering when the major shift is going to happen. The question is no longer ‘if’ a shift will happen. It’s simply a question of ‘when’ we should expect to see a new form of education take hold.
“Now is the time” for online learning innovation, he stated at the start of his lecture, but he went on to point to three barriers to implementation: little hard data, no shared software platforms to ensure widespread adoption and the need to change our mindset. -Stanford University News
1) The data to support the online learning revolution is not yet mature enough to draw any real conclusions.
Researchers found no statistically significant differences in learning outcomes between traditional classes and hybrid-online classes, and this finding was “relentlessly consistent” across campuses and subgroups – undermining arguments that online learning is suited only for certain groups. -Stanford University News
2) The cost comparison of moving to Massive Open Online Courses (MOOCs) is still a bit fuzzy.
“I believe that the educational community should make every effort to take advantage of the great strengths” of existing platforms, Bowen said, adding that there is a formidable challenge in making them suitable for instructing tens of thousands of students worldwide while also serving the needs of a particular institution. -Stanford University News
The more online learning, the more self-learning, the more needs to diigo’s knowledge management system.
One of the best ways to illustrate this point came from Daphne Koller, a Stanford computer science professor who currently is on leave, and is a co-founder of Coursera:
“We’ve only been doing this since January!”
Posted from Diigo. The rest of my favorite links are here.