{"id":58,"date":"2010-06-22T19:56:39","date_gmt":"2010-06-22T19:56:39","guid":{"rendered":"https:\/\/teachinginhighered.com\/?p=19"},"modified":"2010-06-22T19:56:39","modified_gmt":"2010-06-22T19:56:39","slug":"elearning-an-easy-target","status":"publish","type":"post","link":"https:\/\/teachinginhighered.com\/2010\/06\/22\/elearning-an-easy-target\/","title":{"rendered":"eLearning: An Easy Target"},"content":{"rendered":"<p>The <a href=\"http:\/\/www.chronicle.com\/\">Chronicle of Higher Education<\/a> reports that, \u201c<a href=\"http:\/\/chronicle.com\/blogPost\/Online-Learning-May-Slightly\/24963\/?sid=at&utm_source=at&utm_medium=en\">Video Lectures May Slightly Hurt Student Performance<\/a>.\u201d After reading the article, I was prepared to invest considerable time debating the validity of the research being described. However, one of the commenters said what I wanted to convey much more concisely:<\/p>\n<div class=\"p_embed p_image_embed\"><img data-opt-id=833836222  fetchpriority=\"high\" decoding=\"async\" src=\"https:\/\/images.coachingforleaders.com\/cb:ztCJ~31fd5\/w:300\/h:199\/q:mauto\/f:best\/ig:avif\/https:\/\/teachinginhighered.com\/wp-content\/uploads\/2010\/06\/image001-1-300x199.png\" alt=\"Image001\" width=\"442\" height=\"294\" \/><\/div>\n<p>&#8211;<span class=\"author\"><span style=\"font-size: 10.0pt; font-family: Georgia,serif; color: black;\">nordicexpat<\/span><\/span><\/p>\n<p>This certainly seems one of those times when the tool is being blamed, when in fact it wasn\u2019t designed for the goal being attempted. This issue of blaming the tool recently came up in an article in the NY Times entitled, <a href=\"http:\/\/www.nytimes.com\/2010\/04\/27\/world\/27powerpoint.html\">\u201cWe Have Met the Enemy and He is Powerpoint.\u201d<\/a> Fortunately, Harvard\u2019s Peter Norvig made a compelling retort in his response: <a href=\"http:\/\/www.nytimes.com\/2010\/04\/30\/opinion\/l30power.html\">\u201cA Tool Only as Good as the User.\u201d<\/a><\/p>\n<p>I\u2019ve been reading a superbly-relevant and fantastic book by Ruth Clark: <a href=\"http:\/\/rcm.amazon.com\/e\/cm?t=innovatelearn-20&o=1&p=8&l=as1&asins=1562867040&md=10FE9736YVPPT7A0FBG2&fc1=000000&IS2=1&lt1=_blank&m=amazon&lc1=0000FF&bc1=000000&bg1=FFFFFF&f=ifr\">Evidence-Based Training Methods<\/a><\/p>\n<div class=\"p_embed p_image_embed\"><img data-opt-id=652641712  fetchpriority=\"high\" decoding=\"async\" src=\"https:\/\/images.coachingforleaders.com\/cb:ztCJ~31fd5\/w:auto\/h:auto\/q:mauto\/f:best\/ig:avif\/https:\/\/teachinginhighered.com\/wp-content\/uploads\/2010\/06\/image002.png\" alt=\"Image002\" width=\"267\" height=\"230\" \/><\/div>\n<p>If only every faculty member teaching in an online environment would read her book. For that matter, those who teach entirely in the classroom would be able to increase their abilities to facilitate learning by exploring Clark\u2019s findings.<\/p>\n<p>In fact, I suspect if the Chronicle commenter, nordicexpat, had seen Clark\u2019s book prior to posting, s\/he would have narrowed the prescription down to this one single book.<\/p>\n<p>Yes, online learning has far to go before it is embraced by higher education as an effective learning delivery method, and rightfully so&#8230; However, the boring lectures being delivered in classrooms across the country that do not help students reach their learning goals deserve to be under the microscope as well.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>The Chronicle of Higher Education reports that, \u201cVideo Lectures May Slightly Hurt Student Performance.\u201d After reading the article, I was prepared to invest considerable time debating the validity of the research being described. However, one of the commenters said what I wanted to convey much more concisely: &#8211;nordicexpat This certainly seems one of those times [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":"","_links_to":"","_links_to_target":""},"categories":[6],"tags":[],"coauthors":[],"class_list":{"0":"post-58","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-resources","7":"entry","8":"gs-1","9":"gs-odd","10":"gs-even","11":"gs-featured-content-entry"},"acf":[],"_links":{"self":[{"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/posts\/58","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/comments?post=58"}],"version-history":[{"count":0,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/posts\/58\/revisions"}],"wp:attachment":[{"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/media?parent=58"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/categories?post=58"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/tags?post=58"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/teachinginhighered.com\/wp-json\/wp\/v2\/coauthors?post=58"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}