What Type Of Online Learning Is Used The Least In K-12 Educational Contexts?

According to a recent Pew survey, how people learn about online education varies between age groups and the country.

What Type Of Online Learning Is Used The Least In K-12 Educational Contexts?

There has been recent debate about how educators learn. The usual idea is that they do this through a form of “lecture-based instruction” or “credential-based learning”. Both approaches are accepted in a number of educational disciplines and receive excellent grades. However, both approaches can disadvantage children.

Lecture-based instruction uses a trained teacher as the centerpiece of the program. The teacher is the instructor who can develop a wide variety of skills and knowledge from multiple levels of questioning, participation, and collaboration. The main value of lecturing instruction is to not teach as well as to “reduce barriers” in the classroom. By teaching as well as not teaching, lecturers enhance participation, allow communication between students, and lead the classroom through a structured and structured way.

Credential-based instruction, which has the most support from the research community, includes three parts: learning by doing, reading to learn, and high-poverty or student learning.

Learning by doing (LBYO) is how students learn to read in the traditional classroom approach. Students work with student and teacher groups to learn about an activity or topic. Students focus on the process of learning and how to be learners. LBYO of course includes a method of engaging student learning such as writing assignments, reading, and drawing.

In reading to learn (RBYO), students work with student and teacher groups. Students learn by reading related resources in order to learn the purpose of the material. Students provide feedback to their teacher on how well they understood the material.

Students who live in poverty (RL) learn in a way that is targeted at learning specific skills, ability, knowledge, and skills through group activities and individual study. In RL, students learn to write, read, speak, and solve problems while writing. RL focuses on student social-emotional needs (such as feelings and stress) that students often associate with poor test scores.

The new reality in K-12 education that many are predicting is the implementation of 3-Hour a Day Elementary Instruction (VANTE) and Teacher VISTAS (TVEI). A research team at Carnegie Mellon University is developing the TVEI method of education to end the year for elementary schools. The work is based on a research team from Oklahoma University with a focus on high poverty schools. If adopted, TVEI would be the trend to replace the traditional, lecturing approach with asynchronous schooling.

While I am a proponent of the effort to eliminate the barrier that currently plagues primary and secondary education, the bias toward lecturing “cooking the books” for a “higher degree” which often leads to ineffective teaching is holding K-12 education back from the advancements in educational research and technology that could benefit our students.

Below is a quote from a recent article by Anna Rosekrans in the Washington Post on that same subject.

Researchers are certainly aware of the benefits of accelerating learning. They have previously focused on reducing a student’s resistance to learning. They would assess students’ mastery of concepts before and after a project, but that approach largely failed to accomplish its goals. That did not mean teaching methods became irrelevant, but more effective ways to teach were required. The aim of teaching tactics focused more on action and visual and verbal repetition. Those teaching tactics were called “e-skills.”

Seeing the value of technology in K-12 education, the Smith Group has created a new instructional model that they call “Great Learners In Classrooms.” Great Learners In Classrooms aims to engage students in real life experiences at home, at school, and in a community. Within this model, teachers become facilitators who simply increase student options to experience the things they find interesting. The experience is not passive as it keeps students engaged and the students have some ownership of the information they learn.

I strongly believe in the power of technology in the learning of students. However, I am working to change the way educators behave with technology in the educational context. In addition to teaching, teachers must include STEM, technology, and teaching as critical components of their classroom teaching. The effectiveness of instruction and learning is contingent on accurate communication.

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