The article by Olinger, Barone, and Hawkins is comprehensive in its assessment of limitations and threats, but it is significantly out of date. Though this 2001 article includes many issues still significant today, its foundational arguments centered around finances, technology, and understanding of learning/learner in the digital environments are outdated.
Institutions which have kept up to date with technology, have the existing infrastructure to accommodate online education. Though expenditures on faculty and staff will still exist, the technology already exists, providing a greater monetary gain than accounted for by the authors. It is hard to imagine any university operating without keeping up with technology, in this case meaning computer technology less than 3 years old, optical networks, and wireless connectivity.
New technologies and their pervasiveness have made some of the concerns irrelevant. Access by student population has greatly increased over what was noted by the authors. In 2007, 75.8% of the student population had laptop computers, up from 52.8% in 2005 (Salaway, Borreson Caruso, Nelson, & Dede, 2007). Today, this number is closer to 100%. 2007 also shows a significant increase in smartphones on campus (2007), providing students with the necessary online access noted by Oblinger, Barone, and Hawkins (2001).
Finally, in the area of learners in the digital age, much research has been conducted. A simple search of the ERIC database shows 9,024 articles containing the keyword online from between the years of 2009 and 2011; limiting the results to only those with the subject of distance education yields 638 results. Research topics range from factors relevant to digital environments, to characteristics of programs which impacting learner traits.
One key element from the Olinger, Barone, and Hawkins (2001) article is still relevant today: adequate support. Training is critical in all stages, from foundational development within the university, to course development, to instructor preparation for the online environment. By training university staff and faculty to maximize effectively the online environment, many of the concerns of online education can be alleviated.
References:
Oblinger, D. G., Barone, C. A., & Hawkins, B. L. (2001). Distributed education and its challenges: An overview. American Council on Education and Educause. Retrieved 19 December 2011 from http://www.acenet.edu/bookstore/pdf/distributed-learning/distributed-learning-01.pdf
Salaway, G., Borreson Caruso, J., Nelson, M.R., and Dede, C. (2007). The ECAR study of undergraduate students and information technology, 2007. EDUCAUSE Center for Applied Research. Retrieved from http://net.educause.edu/ir/library/pdf/ers0706/rs/ERS0706w.pdf
I understand that colleges and universities appear to receive technology and implement technology before the K-12 communities; but, why is it that? Why are K-12 students not exposed to some of the same technologies? Is it the maturity levels? Have you researched the hendering factors why K-12 schools are behind?
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ReplyDeleteThough I have not done research into barriers at the K-12 level, I would speculate the biggest hurdle is money. K-12 education lacks the relationship to government/corporate/military which universities have. There is less of a direct gain for funding sources, thus the limited public funds. Our district is cutting people, so spending more on technology/resources is of lower priority.