First blog

Watkins (2006) and Palloff, Rena, Pratt& Keith (2001) both focus on online learning and the effects and experiences that are endured by the learners. As Watkins (2006) explains that the typical classroom learning is now becoming extinct and the notion of online learning is becoming more abundant.  Hence Palloff, Rena, Pratt & Keith (2001) suggest that the best online learning occurs only if the learners are “active, creative and engaged in the learning process” (Palloff, Rena, Pratt & Keith, 2001, p. 1).

The online situation is beneficial to learners as it gives the students “the luxury of time for reflection and response and [they] do not have to compete with more extroverted students to be heard” (Palloff, Rena, Pratt & Keith, 2001, p. 1). Due to the technology development and online learning the “learners have been informally developing updated study skills and learning stratergies in a relatively ad hoc manner” (Watkins, 2006, para. 2). The major principal to consider when introducing online learning is whether the organisation and the learners are ready for a new e-learning structure. As Palloff & Pratt (2001) state students enter classrooms expecting the  traditional classroom. Students that have not accommodated into online learning may tend to sometimes feel “cheated” because there may be no interaction between other students (Palloff, Rena, Pratt & Keith, 2001, p.108).

Watkins (2006) also explains that learner readiness is a very important aspect to consider before endorsing in online classrooms. With online classrooms students may sometimes need different skills to learn from the traditional classrooms.  Watkins (2006) notes that there have been problems in some organisations where the learners exposed to “low tech instructor led classrooms” have not developed study skills. Also another problem Watkins (2006) has highlighted is when students undertake online training there is not always a instructor available for feedback, which can mean that the students that are struggling with material online will feel confused and eventually demotivated and stop learning, as there is no one available to facilitate their learning experience.

In contrast to the disadvantages Watkins has described about the online courses, Palloff, Rena, Pratt & Keith (2001) have outlined many positive aspects to online courses. They explain that most students find online learning effective as they can reflect their thoughts more easily through writting as oppose to open discussions in traditional classroom environments. The students that are more effective in the online learning atmosphere as Palloff, Rena & Pratt, Keith, (2001) explain are more “motivated, have higher expectations, and are more self disciplined” (Palloff, Rena, Pratt & Keith, 2001, p. 109). They explain these type of students tend to be older than the average students. Studies have shown that most of the online learners are actually the older students which are in cooperate jobs, which is more beneficial to then as it becomes a more convenient form of learning.

Watkins (2006) goes further to suggest that online learning provides students  with new ways to invent new skills in order to create great communicational skills to effectively communicate with the dynamic groups online.

There are many advantages and disadvantages associated with online learning centres as the articles by Palloff & Pratt, and Watkins article suggest. I believe as time goes by and online learning become upgraded and user firendly, where students do not neccessarily need instructors to be existant when online it will be better than the tradition classroom environment, where virtual classrooms will be more predominant.

Palloff, Rena & Pratt, Keith. 2001, Working with the Virtual Studnet in Lessons from Cyberspace, Jossey-Bass.

Watkins, R. 2006, Preparing E-learners for Online Success, Learning Circuits, viewed on 31/10/07, http://www.learningcircuits.org/2005/sep2005/watkins.htm