One of major differences in how quickly instructors can adapt learning for students is at the heart of the classroom vs. online learning debate.
In the classroom, instructors are able to respond more quickly, adapting lessons in progress. Of course, adapting lessons while the learning is in place is otherwise known as Formative Assessment. Score one for the classroom.
To compensate for Online Learners, the lesson plan must be effectively updated between semesters, or after lessons are completed. This, of course, is known as Summative Assessment. However, updating lessons plans between semesters helps the classroom learner as well, given the advantage of in-time lesson adaptation. Score another point for the classroom.
Even so, we can always improve the course for the online learner, as well as the classroom learner. For example, most recently I have seen too many students come into the live college classroom with little understanding of how to write a paragraph, one that meets academic standards. Without this knowledge not only are clarity and unity lost within the paragraph but also the entire essay structure falters. It is not unusual that up to one-third of the students – no matter what the learning environment – do not have college level writing skills for the paragraph and more. Score zero for all education.
In addressing this issue and others in the classroom, I have brought in tutors, have presented one-to-one and group activities, have focused on the issues in the students’ rough drafts, and have provided examples of paragraphs that do meet academic standards. Success varies.
With that being said, classroom students may also connect with online course material free of charge. This advantage is offered within the eCollege LMS system our college subscribes to, which is known as eCompanion. Score a point for all learners.
Nevertheless, online learners will generally make as much progress as the classroom student by the time the course ends. However, the advancement may be slower. How is this possible? The online student is required to send rough drafts to an online tutor and then interact with the instructor regarding questions that arise. Score a point for all learners as everyone is required to send drafts to online tutors. The online learner, though, must make more effort here with the tutor as the instructor is not as available.
In addition, my online English composition course now also provides a unit devoted to the structure of the essay (including paragraphing) and includes within the lectures commentary on how to build paragraphs specific to the essay assignments. This was built after so many students showed the need for a unit where the basics could be reviewed at anytime. Score another point for all students.
In conclusion, when a problem is seen, it is important to use a combined Formative and Summative Assessment approach, adjusting it not only for the individual students but also for the limitations of the learning environment. This helps all learners to score well.
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