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First, any medium is simply a way to deliver information, and one medium is not inherently better or worse than any other medium. Second, we need to better understand different media and the way people learn with different media to design effective studies. And, third, there are too many confounding variables in even the best media comparison study for the results to be valid and meaningful.
One of the most comprehensive summaries of research on online learning comes from the book Learning Online: What Research Tells Us about Whether, When and How.8 The authors identify nine dimensions, each of which has numerous options, highlighting the complexity of the design and decision-making process. The nine dimensions are modality, pacing, student-instructor ratio, pedagogy, instructor role online, student role online, online communication synchrony, role of online assessments, and source of feedback
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Faculty members teaching blended and online courses have the same control and ownership of the substantive and intellectual content of their courses that faculty have with any other course. Faculty wishing to maintain control of their intellectual property as a result of extraordinary university support to change the content delivery modality must do so in writing prior to initiating a University contract as a special consultant.
Extraordinary support does not include a stipend or reassigned time for creating a new, or converting face to face courses to, an online or blended modality. (Pending reconciliation of senate and university policy
The temptation to compare online learning to face-to-face instruction in these circumstances will be great. In fact, an article in the Chronicle of Higher Education has already called for a “grand experiment” doing exactly that.
This is a highly problematic suggestion, however. First and foremost, the politics of any such debate must be acknowledged. “Online learning” will become a politicized term that can take on any number of meanings depending on the argument someone wants to advance
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The idea of blended learning was drawn into political agendas without paying sufficient attention to the fact that institutions would make different decisions and invest differently, resulting in widely varying solutions and results from one institution to another. With some of that hindsight as wisdom, we seek to advance some careful distinctions that we hope can inform the evaluations and reflections that will surely result from this mass move by colleges and universities.
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Hopefully the COVID-19 threat will soon be a memory. When it is, we should not simply return to our teaching and learning practices prior to the virus, forgetting about ERT. There likely will be future public health and safety concerns, and in recent years, campuses have been closed due to natural disasters such as wildfires, hurricanes, and the polar vortex.20 Thus, the possible need for ERT must become part of a faculty member’s skill set, as well as professional development programming for any personnel involved in the instructional mission of colleges and universities.
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