online+learning+reflection

Since the 1990’s the development of the internet has moved quickly. Along with that development has been the use of the internet in education. Before the development of computers “distance learning” existed but was done through pictures, voice recordings, and film. The existence of computers has allowed the development of online learning to grow rapidly. The first stages of online learning were set up as a glorified videotape classes. A computer would generally repeat the in-classroom-listening-to-teacher model. In the past few years, online learning has turned into a plane where there is an exchange of information and a student contribution.

This collaboration of a more accessible exchange of information is generally referred to as the Web 2.0. Web 2.0 is the difference between [|Encyclopedia Britannica], giving the definitions produced by a publishing company, and [|Wikipedia], which relies on its users to edit its information. This allows virtually anyone to publish their work.

I remember not too long ago there used to be controversy over the value of online courses and credits or degrees. The hype was online education was less valuable because the schools were not accredited. Today, most schools with physical campuses that offer classes online that are accredited and there are some that are not. While attending my class EDS 137 I learned about the shift in internet education. This shift is commonly called Web 2.0. There are many tools (software) that reflect this shift. Many of which, I was using and didn't know. It’s not uncommon to hear people comment on how “the world is getting smaller and smaller” this statement is, in part, due to the easy access people have with one another.

I am glad to see such developments being made in online learning. I am a firm believer that not everybody learns in the same way. Offering online classes can level the playing field somewhat for those who would do better in an online class setting. While in EDS 137 I was able to try my hand at online mentoring with students from a local high school [|High Tech High]. There I was paired up with three different groups, all of which were addressing different aspects of water. The three groups I joined were Water Conservation, Mercury in the Water System, and Water Reclamation.

The Mercury in the Water System group was the most responsive of all three groups. I greeted them right away then they responded promptly responded with three questions. I did a lot of research online to get familiar with the topic. After doing research, I recommended two or three web sites that held the answers to their questions. Dennis, another UCSD mentor, suggested that our mentees go to Google docs and post what they have written so far. Once they posted their information it was easy to see that they were quite prepared. I tried to change my questions to evoke a lot of thought from the mentees so I was not just doing the work for them. I felt they would learn more in this manner. My interaction with my second group didn't go quite as well.

The second group was Water Conservation. It started out in relatively the same way as the previous group. I sent them a welcome and hello and encouraged interaction. I received a response. Then, unfortunately, the rest of the posts were mine and the other UCSD mentor. It was quite frustrating. I got the feeling from the mentees that keeping up a rapport with us was inconvenient, unimportant or useless. I feel a mentoring relationship, if done right, should benefit both parties. It's hard to have a dialogue with one side.

Lastly, was the Water Reclamation group. There was even less communication with them. It started out about the same as the other two. I left a post greeting the mentees and invited some interaction. I asked if they could clarify the research project. That was the only question I received an answer to. The rest of the posts were shared between me and the other UCSD mentor. That was frustrating!

On a few occasions, I expressed my frustration with the situation in class. I quickly learned many of the mentors were having the same kind of experience. I feel that in order for both parties to get something out of this exchange there would have to be much more of a connection. Perhaps the teacher of the mentees could offer a bit of extra credit for every day the mentees interacted, or left a post. of this mentoring experience I would have to suggest that it may be more beneficial if the first time both sides meet they meet face-to-face. So the students had a more personal connection with their mentors, and the mentors with their mentees.

I would certainly try this again, as the reason it didn't turn out so well could have had something to do with the timing, the subject, or maybe the students.

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