I spent two days last week in Honolulu attending and presenting at the 2011 Hawaii International Conference on Education. With me were Dr. Karan Powell, our Academic Dean and Dr. Phil Ice, our Director of Course Design, Development, and Metrics. The three of us co-presented on four different topics, Optimizing Faculty Workload and Learning Effectiveness in Distance Education; Semantic Mapping of Learning Assets; Comprehensive Assessment of Student Retention in Online Learning Environments; and Using Data to Assess Learning Effectiveness, Student Retention and Institutional Productivity in Online Programs.
Whenever I can find a good book or research paper on the topic of distance education, I will usually obtain a copy in order to see if there’s a trend or idea that is worth noting or pursuing. For a few weeks, I had noted the ad in The Chronicle of Higher Education touting their new report, “The College of 2020: Students.”
The U.S. Department of Education released the findings of a meta-analysis conducted by its Office of Planning, Evaluation, and Policy Development on Friday that confirm what online educators have known for years: “on average, students in online learning conditions performed better than those receiving face-to-face instruction.”
Online education has gained tremendous momentum in the last several years.
This week represents National Teacher Appreciation Week and if there was ever an appropriate time to applaud the efforts of our nation’s teachers, it is now. Considering the well-publicized and overwhelming reality of our nation’s fiscal concerns, there can be little doubt that the nation’s leadership faces an arduous task. The nation’s teachers, however, have arguably an even greater and more daunting task: preparing our youngest minds for the uncertain future that lies ahead of them.
Clayton Christensen, the author of The Innovator’s Dilemma, and Michael Horn and Curtis Johnson team up on this recently published book. In Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns, Christensen and his co-authors apply sound theory, research, and practicality to a subject that no one wants to tackle: reforming K-12 education in America.