Creating a Personalized System of Instruction seems like a definite challenge for some content areas and lessons. I think the most challenging aspect is transforming what we do in face-to-face instruction into an interesting way that will engage our learner. As a foreign language teacher, class interaction is a HUGE part of my teaching. It would be very difficult to mimick the quality of this oral and aural interaction.
For any subject area, I think the success of a PSI is directly linked to the type of feedback given to the learner. Quality feedback that allows the learner to actually learn from his/her mistakes is crucial to retention and application of the material. Of course, a PSI must be interesting, logical, clear, and comprehensive in its design, but in the end if its user does not have a good understanding of whether he/she has mastered the material, it has done little good. I think it is also important to have some type of variety in the delivery of instruction and the practice activities -- my sister, for example, is taking an online class at ECU that consists of nothing more than watching a professor lecture and writing essays. There isn't much opportunity for student interaction or the sharing of ideas/theories.
I think that designing a PSI can be a valuable alternative to a traditional classroom enviroment if that type of environment does not match the needs of the learner. The North Carolina Virtual Public School resulted partly as a way for students who aren't experiencing success in the tradition classroom to experience a different teaching style. I've heard that many students also don't succeed in those classes, but I get the impression that a large portion of that can be attributed to students thinking it will be "easy" because it is online. We have to remember that there is still a level of self-discipline necessary in any learning environment.
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Paul, I agree with you on the importance of feedback and variety in any online (or "real world") instruction. Your comments made me think about the annoying online training modules that I have to do for my work, which are definitely PSIs. Fire and Safety, vehicle regulations, compliance and ergonomics - these modules deliver content to the individual, but since they are not rich in content, multimedia or feedback, they tend to foster a "click through" approach from most users. I think the feedback and variety that you mention are key to keeping students engaged in these virtual modules.
ReplyDeletePaul, I also agree with the importance of timely and descriptive feedback. The quicker students can correct misunderstandings the better.
ReplyDeleteAnother point you made that I would like to comment on is how a lot of individuals, not just students, think that on-line classes are going to be easier. We all know from experience that on-line classes require a lot more self discipline and motivation.
And as the CAO of the NC Virtual Public School, I can speak to a few of your points -
ReplyDeleteOur world language courses are highly interactive with oral and aural demands. Students are partnered with native speaking language coaches with whom they use tools such as Skype to practice their speaking and listening skills.
Also, our courses are meant students who may or may not succeed in Face to Face settings. We hope to provide students from across the state with access to courses that may not be available in their home schools. And our success rates are continuing to climb.
Tracey -- I'd actually like to start teaching Spanish for NCVPS at some point in the near future (I've already taken "Teaching Online Courses" to prepare)... now I might have a foot in the door? :)
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