Bridging the Gap: Second Life and the Online Learner
David M. Taylor
When I began teaching online courses in 2004, there was already great tension in how an
online course should be constructed, what expectations faculty and students have for this method of
instruction, and how effective student-learning is in an online environment. Today, however, online
education is becoming a widely established method of instruction within higher education. Online
courses are those in which at least 80 percent of the course content is delivered online (Allen &
Seaman, 2007). The most recent estimate, established in fall 2006, suggests that there are 3.48
million online students, which is an increase of over 9.7 percent from 2005 (Allen & Seaman, 2007).
The number of students taking at least one online course continues to expand at a rate far in excess
of the growth of overall higher education enrollments (Allen & Seaman, 2007). 69% of academic
leaders believe that student demand for online learning is still growing (Allen & Seaman, 2007). As a
result of this increase in demand and enrollment, there is a strong trend upwards in considering
online education as part of a school’s long-term strategy (Allen & Seaman, 2005).
While the landscape of online education has greatly changed since I first stepped foot into a
virtual classroom, the discussions have remained the same. Proponents of online education point to
the significant benefits to students, instructors, and institutions associated with online instruction.
These courses provide access to education to numerous groups that might otherwise not have this
opportunity. However, opponents to online learning raise concerns about the quality of instruction.
Academic leaders perceive that only 38% of faculty members have accepted online education (Allen
& Seaman, 2005).
So, how do we provide a worthwhile learning environment and experience for our students-especially when we do not “see” them on a regular basis? Most of the course content in classroombased courses is transferred to students verbally and using body language. However, an online
course must have all the content and teaching
David M. Taylor is an assistant
strategies organized well enough to eliminate the
need to “see” the students. Yet the instructor is not
professor in the department of English
the only actor in an online course. Students must also
at St. Louis Community Collegehave the characteristics necessary to perform
Meramec. His educational interests
successfully in an online setting. Although there are
include educational technology and
many online resources that try to help students
online learning.
determine if distance education is right for them, they
all agree that students must first address the issue of
how they learn most effectively (Hillstock, 2005). This means that students must have enough
awareness to know what type of learner they are and what type of environment is best suited for
them. From my experience, many students are unaware of their learning needs and the implications
of an online course. Therefore, students enter online courses without the requisite computer skills or
the discipline needed to be an effective online learner. As a result, this limits the types of
assignments given as well as the degree in which certain technology is utilized throughout the
semester.
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