3.2 Online course offerings: issues of retention and professional  (Page 3/8)

1. Disclose yourself to others to let them recognize you as a distinct and unique individual.
2. Build trust between yourself and others.
3. Communicate your ideas and thoughts effectively.
4. Communicate you feelings verbally.
5. Communicate your feelings non-verbally.
6. Listen to others’ problems constructively and respond in helpful ways.
7. Face conflicts with the other person and resolve them constructively.
8. Manage anger and stress in constructive ways.
9. Value diversity and build relationships with individuals who are different from you.
10. Overcome the internal barriers to relating effectively with others (p. 389).

The overall goal of educational leadership classes is to allow students to participate in activities designed to replicate practical learning experiences while preparing for their future as effective school administrators.

Those who say no to online course delivery

Can these interpersonal activities be implemented as effectively if delivered to students via the on-line format? There are those who would resoundingly say “no” to this question. For instance, Noble (2002) criticized online learning as a method of education that is turning post secondary learning into an impersonal commodity he calls “commodification” that benefits educational producers and distributors, but not its recipients, the students (p. 2). Brown and Green (2003) reported that opponents of online course delivery have suggested that it lowers the quality of academic standards. Others have viewed the online course delivery as a “cash cow” as reported by Yang and Cornelious (2005). Brandt (1996) expressed concerns that include the changing nature of technology, the complexity of networked systems, unstable online environments, and the limited understanding of how much students and instructors need to know to successfully participate. Gallick (1998) opined that online instruction threatens to commercialize education, isolate students and faculty, reduce standards, and devalue university degrees.

Those who say yes to online course delivery

Conversely, Schank (2001) believed that online course delivery is pedagogically superior to traditional course delivery. Ascough (2002) and Rosie (2002) agreed that online courses can promote student’s critical thinking skills, and they can encourage collaborative learning and problem solving skills. Proponents also argue that online courses can encourage non-discriminatory teaching and learning practices since all students must participate with equal access to fellow students and instructors.

The combination of traditional and online instructional delivery, called the “blended” approach, is emerging as a mode of delivery most preferred according to Eijil, Pilot, and Voogd (2005). Rovai and Jordan (2004) explained that the hybrid or blended type of course delivery can give students the reassurance they need to see the instructor and ask questions in person.

A study by Allen and Seaman (2003) revealed that a majority of academic leaders (57%) already believe that the learning outcomes of online education are equal to or superior to those of face to face instruction. Nearly one third expect that learning outcomes for online education will be superior to face to face instruction in three years. The belief that online delivery of instruction maintains a high degree of credibility is becoming quite popular.