The use of mobile wireless technology in higher education generates questions regarding what advantages this new technology generates. Studies (Kim, Mims, & Holmes, 2006) talk about the efficiency and effectiveness in teaching and learning created by mobile technology. But what does this mean? Certainly we can be more mobile, but how does this benefit learning? First, mobile wireless technology lets us communicate more easily. This allows us to collaborate more easily with other students and with faculty. Discussing topics of study with others allows us to come in contact with other ways of viewing a problem and its possible solutions. The phrase “two heads are better than one” can be expanded through collaboration to “many heads are better than one”. This collaboration can be real time or asynchronously, whichever is more convenient at the time.
Second, creating documents in digital form allows us to transmit and share information more quickly. We can take notes online, create reports, and transmit this information to other students and faculty because it is not in hardcopy form. Third, students see the importance of time management as learning and other environments become more and more seamless. Fourth, there is faster access to information as much of it is online. We can even read books online. We have access to this information through a wireless device; we do not have to visit a library. And fifth, we can take courses completely online, saving travel time and simplifying scheduling. In addition, there are indirect benefits to wireless technologies. We can have Internet access in areas where wired technologies can not economically and otherwise provide access. Within classrooms and on campuses the lack of wiring allows more flexibility for meeting locations.
This technology is in its infancy. As the technology matures and we become more comfortable with it, we will find more uses for it and more benefits.
Kim, S. H., Mims, C., & Holmes, K. P. (2006). An introduction to current trends and benefits of mobile wireless technology use in higher education. AACE Journal, 14(1), 77-100.
Sunday, October 26, 2008
Thursday, October 16, 2008
Week 7: Aysnchronous or Synchronous Learning?
Matt Crosslin at http://www.edugeekjournal.com/blog.php?id=198 discusses a few advantages and disadvantages of asynchronous and synchronous online learning. He prefers asynchronous learning with which I happen to agree but I think he has taken his position too far. He states that video conferencing (synchronous) has no place in online learning. But then he states that it may appeal to some people. What I think he should have said is that everyone learns differently and some people prefer not only online synchronous lectures and presentations but may even prefer in-class face-to-face meetings. There is a need for all types of learning environments, not just one. Why can’t synchronous communication as well as synchronous be available?
Matt makes a couple of good points. He wants active learning. He wants to interact with other students. Certainly video conferencing tends to be mostly lecture format but it depends on the quality of the videoconferencing technology being used. I have seen some videoconferencing where you felt you were in the same room as the speaker and you could ask questions and get immediate answers. Here Matt contends that synchronous meetings tend to be short (1 or 2 hours) and there is not enough time to think about questions and form good answers. This may be true, but if you do have a question, you can get an answer right now. Matt also contends that some students dominate class time and others have to sit back quietly and asynchronous communication precludes this from happening. On this Matt is correct. A shy person tends to be more outgoing in an asynchronous mode. However, asynchronous communications can be lonely to some, and a shy person can be very lonely in an asynchronous environment.
The bottom line is that we are all different and all forms of communication and learning need to be available to all of us so that we can all learn effectively in our own ways.
Matt makes a couple of good points. He wants active learning. He wants to interact with other students. Certainly video conferencing tends to be mostly lecture format but it depends on the quality of the videoconferencing technology being used. I have seen some videoconferencing where you felt you were in the same room as the speaker and you could ask questions and get immediate answers. Here Matt contends that synchronous meetings tend to be short (1 or 2 hours) and there is not enough time to think about questions and form good answers. This may be true, but if you do have a question, you can get an answer right now. Matt also contends that some students dominate class time and others have to sit back quietly and asynchronous communication precludes this from happening. On this Matt is correct. A shy person tends to be more outgoing in an asynchronous mode. However, asynchronous communications can be lonely to some, and a shy person can be very lonely in an asynchronous environment.
The bottom line is that we are all different and all forms of communication and learning need to be available to all of us so that we can all learn effectively in our own ways.
Saturday, October 4, 2008
Open-Ended Learning and Problem Solving
Bill Robertson has a blog at http://pensamientosdesantiagodechile.blogspot.com/2008/10/que-es-su-problema-what-is-your-problem.html. In a recent posting he describes the importance of having problem solving skills. After all, as he puts it, life is full of problems. This got me thinking about our teaching methods in higher education and how many of us as faculty still hold on to the lecture method to “teach” students. This method does nothing to help students become problem solvers. I have seen so many students become stumped while working on a problem and just give up without trying solve the problem. Those students have no knowledge of any methodology to solve a problem. As Bill says, problem solving requires critical thinking skills. You have to be able to analyze and evaluate. He uses problem based learning (PBL) when he teaches. PBL requires students to take charge and think critically, and problem solve. Rather than provide information to the student, the student is actively involved in finding information, or solutions. PBL is one form of open-ended learning that puts the student in the middle of the learning process. I think this is motivating to the student. I have never found lectures to be very stimulating whether I am listening to one or giving one.
There are those who would say that student-centered learning is inefficient and takes too long. I think if all you want to do is cover the topic content then those people are right. But if you want students to understand the content and be able to apply it and be able to retain it, then the extra time needed is a small investment with a large return on that investment. We need to be more open-ended in our teaching methodologies. I have moved in that direction and have found educating students in that way to be very fulfilling as they eagerly learn as opposed to turning off a lecture and daydreaming.
There are those who would say that student-centered learning is inefficient and takes too long. I think if all you want to do is cover the topic content then those people are right. But if you want students to understand the content and be able to apply it and be able to retain it, then the extra time needed is a small investment with a large return on that investment. We need to be more open-ended in our teaching methodologies. I have moved in that direction and have found educating students in that way to be very fulfilling as they eagerly learn as opposed to turning off a lecture and daydreaming.
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