While virtual universities might have some faults, there certainly is a place for this mode of delivery within the landscape of higher education. Virtual universities provide access, can be specialized, and are innovators. Virtual universities provide an education to those who might not have access to it. This includes degree programs and course offerings but also options for cost and quality. Through economies of scale, these institutions can unite smaller populations from across a state, region, or the country. For instance, each school district would need highly trained principals. However, these professionals might be within driving distance of a university to earn post-graduate work. A virtual university can unite these individuals and create a community of practice and learning for those with similar backgrounds and experiences. Access to education and differing degrees is a positive aspect of a virtual university. Access can also work in the institution’s advantage. Collaborations and partnerships can provide courses or degree programs for students at another institution. This allows the student’s home institution to educate the student in their desired program, without losing the student. This allows the delivering institution to maintain the degree program and courses. Access to education is an advantage of virtual universities. The nature of virtual universities can be individualized and targeted. For instance, Western Governor’s University (WGU) focuses its programs and experiences for adult students. This specialization allows WGU to offer the best practices and experiences to students who might not have the right fit at another institution. Students will be offered the best services as the specialized virtual campus knows what its students need to succeed. The nature of being virtual allows students to be flexible with their learning. This flexibility is demonstrated in terms of time, place, and programs. They can shift focus or programs to meet the needs of what is current in the job market. When focusing on adults, as WGU does in Tennessee, the institution can tailor its degree offerings to respond to the business needs of the state. Convenience for students is a positive. Innovation drives virtual universities. They are pioneers on delivery methods, degree offerings, and earning credit. Many virtual universities like WGU and Southern New Hampshire University offer credit for prior learning through portfolio review. This allows those who have been working or outside of the classroom for a while to applied skills gained on the job. Virtual universities can innovate through their delivery, such as continuously enrolling courses or SNHU’s all-you-can-learn model where students can earn as many credits in a semester for a flat fee. Innovations such as these and others are gaining ground in the national arena. The federal government relaxed some standards to allow certain institutions to offer prior learning credit with federal financial aid (https://www.insidehighered.com/news/2015/01/13/feds-move-ahead-experimental-sites-competency-based-education). Additionally, the government is providing a small grants for non-college degrees and certificates in partnership format (https://www.insidehighered.com/news/2016/08/17/feds-unveil-details-experiment-alternative-providers-and-accreditors). These are examples of the innovations that virtual universities add to the landscape of higher education. When done correctly, virtual universities are positive to higher education and students. They bring students together from different backgrounds and locations or students with similar experiences without a critical mass for a degree program or nearby institution. Virtual universities can focus their mission to provide the best services to that target population. Innovation is another positive aspect for this section of institutions. Virtual universities contribute positively to the landscape of higher education.
While virtual universities may be more convenient for people in the workforce, it still does not allow them the full college experience that is enriching. By missing out on some of the opportunities and experiences that are afforded to students in a traditional college setting, virtual university students may be less equipped to enter or continue work in their specific industry.
Also, while virtual universities bring students together from different backgrounds, they aren't as effective when students aren't able to engage in class in a traditional sense.
While it is important to change our teaching styles and strategies with the times to meet the current needs of students, there are some things about the academy that need not be changed. The traditional college setting has worked for hundreds of years and provides a great experience for students who are seeking post-secondary education.
Virtual universities are not all they say they are cracked up to be. In fact, according to the International Conference on Distance Learning and Education, there are many disadvantages to attending a virtual university. There is a lack of immediate feedback in asynchronous e-Learning. If a student is in a virtual course, they have to wait until an instructor checks online to give them feedback on their assignments. In a traditional university setting, this is not the case. Another disadvantage is that there could be more anxiety, confusion, and frustration. This, again, is likely due to the lack of access to quick feedback that a student would get in person.
There are also obvious technology disadvantages to virtual universities. If technology fails or if the online system is down for students, they are not able to complete their assignments in a timely manner. There are also costs associated with using technology. While some online courses require students to use their own forms of technology to complete the course, the university still finds itself spending money to update the technology that is available to the campus community. Whether it’s a computer lab or a library, the costs to maintain computers for students to use are increasing year after year.
There is a lack of student customization with virtual universities, as well. If a student is not in a traditional based course, they are not able to get the hands-on experience that would otherwise be afforded to them by an instructor. For example, it is sometimes hard for instructors to know how to change their teaching styles and the pace at which they teach if they are teaching in an online course. This is because they are not able to adequately monitor the students’ learning as well as a teacher or professor who is teaching in a traditional classroom.
According to Learningall.com, students who take online courses are also less confident in their fields of work. This is likely due to the lack of face-to-face interactions with their instructors and peers. With an online course, most of the conversations and learning is through a screen, so they aren’t able to adequately express themselves like they would in the workplace.
Finally, online courses are hard on students who need that one-on-one assistance from their instructors. Online learning requires students to be responsible for their own learning, they don’t have an instructor there to keep them on task, and it also makes it easier for students to procrastinate. Whereas a traditional-based university allows students the opportunity to seek help from instructors in person, either after class or during office hours, that is not the case for most online universities. Students don’t have that guidance there for an instructor to keep them on task or for an instructor or peer to check in with to see if they need assistance.
Whether it’s the cost of maintaining technology, the lack of customization in teaching and learning or the absence of an instructor for in-person assistance, virtual universities don’t allow for students to have a meaningful college experience.
What students might miss out on in experience, they will gain back in convenience. Often, the students enrolled in virtual universities are working adults who need this convenience to shuffle family and career responsibilities. These students do not necessarily need the same student activities as traditional aged students need.
The latest technologies, such as those utilized by Southern New Hampshire, allow instructors and support staff at the university to know when the student slips through log in information, completed assignments, and milestones. This takes some of the responsibility off of the instructor. Predictive analytics can allow for greater levels of student success through warning triggers before the student is too deep.
Students in virtual universities might not have another option, depending on their situation. Students especially those in rural areas might not have a near by institution or one that offers their desired degree. Family obligations might require a student to seek online education. Online learning is not for everyone. These kinds of students rely on virtual universities to advance their careers and their communities.
Part of the responsibility should be on the instructors and institutions. Universities provide support to faculty for pedagogy, technology, and other professional development opportunities. Virtual universities are and should be no different, although the professional develop opportunities should differ based on the delivery. Instructors should know the requirements of their students and expect to be available more often. Sometimes, on ground faculty can be less available as students see the instructor in the classroom. However, this can be only once a week. An online instructor might check in multiple times per day.
There are legitimate concerns for online and virtual education, however, the positives seem to outweigh the negatives.
Opening Statement - Pro
ReplyDeleteWhile virtual universities might have some faults, there certainly is a place for this mode of delivery within the landscape of higher education. Virtual universities provide access, can be specialized, and are innovators.
Virtual universities provide an education to those who might not have access to it. This includes degree programs and course offerings but also options for cost and quality. Through economies of scale, these institutions can unite smaller populations from across a state, region, or the country. For instance, each school district would need highly trained principals. However, these professionals might be within driving distance of a university to earn post-graduate work. A virtual university can unite these individuals and create a community of practice and learning for those with similar backgrounds and experiences. Access to education and differing degrees is a positive aspect of a virtual university. Access can also work in the institution’s advantage. Collaborations and partnerships can provide courses or degree programs for students at another institution. This allows the student’s home institution to educate the student in their desired program, without losing the student. This allows the delivering institution to maintain the degree program and courses. Access to education is an advantage of virtual universities.
The nature of virtual universities can be individualized and targeted. For instance, Western Governor’s University (WGU) focuses its programs and experiences for adult students. This specialization allows WGU to offer the best practices and experiences to students who might not have the right fit at another institution. Students will be offered the best services as the specialized virtual campus knows what its students need to succeed. The nature of being virtual allows students to be flexible with their learning. This flexibility is demonstrated in terms of time, place, and programs. They can shift focus or programs to meet the needs of what is current in the job market. When focusing on adults, as WGU does in Tennessee, the institution can tailor its degree offerings to respond to the business needs of the state. Convenience for students is a positive.
Innovation drives virtual universities. They are pioneers on delivery methods, degree offerings, and earning credit. Many virtual universities like WGU and Southern New Hampshire University offer credit for prior learning through portfolio review. This allows those who have been working or outside of the classroom for a while to applied skills gained on the job. Virtual universities can innovate through their delivery, such as continuously enrolling courses or SNHU’s all-you-can-learn model where students can earn as many credits in a semester for a flat fee. Innovations such as these and others are gaining ground in the national arena. The federal government relaxed some standards to allow certain institutions to offer prior learning credit with federal financial aid (https://www.insidehighered.com/news/2015/01/13/feds-move-ahead-experimental-sites-competency-based-education). Additionally, the government is providing a small grants for non-college degrees and certificates in partnership format (https://www.insidehighered.com/news/2016/08/17/feds-unveil-details-experiment-alternative-providers-and-accreditors). These are examples of the innovations that virtual universities add to the landscape of higher education.
When done correctly, virtual universities are positive to higher education and students. They bring students together from different backgrounds and locations or students with similar experiences without a critical mass for a degree program or nearby institution. Virtual universities can focus their mission to provide the best services to that target population. Innovation is another positive aspect for this section of institutions. Virtual universities contribute positively to the landscape of higher education.
While virtual universities may be more convenient for people in the workforce, it still does not allow them the full college experience that is enriching. By missing out on some of the opportunities and experiences that are afforded to students in a traditional college setting, virtual university students may be less equipped to enter or continue work in their specific industry.
DeleteAlso, while virtual universities bring students together from different backgrounds, they aren't as effective when students aren't able to engage in class in a traditional sense.
While it is important to change our teaching styles and strategies with the times to meet the current needs of students, there are some things about the academy that need not be changed. The traditional college setting has worked for hundreds of years and provides a great experience for students who are seeking post-secondary education.
Con Reubuttal:
ReplyDeleteVirtual universities are not all they say they are cracked up to be. In fact, according to the International Conference on Distance Learning and Education, there are many disadvantages to attending a virtual university. There is a lack of immediate feedback in asynchronous e-Learning. If a student is in a virtual course, they have to wait until an instructor checks online to give them feedback on their assignments. In a traditional university setting, this is not the case. Another disadvantage is that there could be more anxiety, confusion, and frustration. This, again, is likely due to the lack of access to quick feedback that a student would get in person.
There are also obvious technology disadvantages to virtual universities. If technology fails or if the online system is down for students, they are not able to complete their assignments in a timely manner. There are also costs associated with using technology. While some online courses require students to use their own forms of technology to complete the course, the university still finds itself spending money to update the technology that is available to the campus community. Whether it’s a computer lab or a library, the costs to maintain computers for students to use are increasing year after year.
There is a lack of student customization with virtual universities, as well. If a student is not in a traditional based course, they are not able to get the hands-on experience that would otherwise be afforded to them by an instructor. For example, it is sometimes hard for instructors to know how to change their teaching styles and the pace at which they teach if they are teaching in an online course. This is because they are not able to adequately monitor the students’ learning as well as a teacher or professor who is teaching in a traditional classroom.
According to Learningall.com, students who take online courses are also less confident in their fields of work. This is likely due to the lack of face-to-face interactions with their instructors and peers. With an online course, most of the conversations and learning is through a screen, so they aren’t able to adequately express themselves like they would in the workplace.
Finally, online courses are hard on students who need that one-on-one assistance from their instructors. Online learning requires students to be responsible for their own learning, they don’t have an instructor there to keep them on task, and it also makes it easier for students to procrastinate. Whereas a traditional-based university allows students the opportunity to seek help from instructors in person, either after class or during office hours, that is not the case for most online universities. Students don’t have that guidance there for an instructor to keep them on task or for an instructor or peer to check in with to see if they need assistance.
Whether it’s the cost of maintaining technology, the lack of customization in teaching and learning or the absence of an instructor for in-person assistance, virtual universities don’t allow for students to have a meaningful college experience.
Sources:
http://www.learningall.com/advantages-and-disadvantages-of-virtual-university/
http://www.academia.edu/5650830/The_Virtual_University_Advantages_and_Disadvantages
https://cms.montgomerycollege.edu/distance/faq/disadvantages/
What students might miss out on in experience, they will gain back in convenience. Often, the students enrolled in virtual universities are working adults who need this convenience to shuffle family and career responsibilities. These students do not necessarily need the same student activities as traditional aged students need.
DeleteThe latest technologies, such as those utilized by Southern New Hampshire, allow instructors and support staff at the university to know when the student slips through log in information, completed assignments, and milestones. This takes some of the responsibility off of the instructor. Predictive analytics can allow for greater levels of student success through warning triggers before the student is too deep.
Students in virtual universities might not have another option, depending on their situation. Students especially those in rural areas might not have a near by institution or one that offers their desired degree. Family obligations might require a student to seek online education. Online learning is not for everyone. These kinds of students rely on virtual universities to advance their careers and their communities.
Part of the responsibility should be on the instructors and institutions. Universities provide support to faculty for pedagogy, technology, and other professional development opportunities. Virtual universities are and should be no different, although the professional develop opportunities should differ based on the delivery. Instructors should know the requirements of their students and expect to be available more often. Sometimes, on ground faculty can be less available as students see the instructor in the classroom. However, this can be only once a week. An online instructor might check in multiple times per day.
There are legitimate concerns for online and virtual education, however, the positives seem to outweigh the negatives.