This graphic organizer denotes tools available in an online learning platform, such as eCollege, Blackboard, Moodle, etc.
Durrington, Berryhill, and Swafford (2006) make the unoriginal argument for online education because interactive tools can make the online experience a similar experience to face-to-face environments. Why do we so easily fall into the trap of this comparison? Haven't we yet realized that our traditional models are not the model, but rather the baseline? The greatest aspect of online education is the change in paradigm that allows educators to break through the constraints holding back progressive education.
Rather than consider how our online learning environment can emulate the face-to-face classroom, we need to focus on learning models that work. Only then can we move toward improving our instructional methods. What does technology do for us? It allows us a platform where learners can share their thoughts to fruition, rather than endure time constraints and interruptions from peers and faculty. It allows a learner to manage their learning environment, both virtual and physical, by deciding when, how, and where they choose to interact. We've just hit the tip of the iceberg of what technology can do for education.
Resources:
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193.
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