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Online Education Affecting Students
Future of Higher EducationIn addition, the report looks one, three and five years into the future to see which technologies are likeliest to play important roles in U.S. schools.
More people than ever before believe that virtual education could prove important, according to the report, which surveyed experts across the country. Other trends documented in recent years, such as flipped classrooms—where students watch lectures at home on the computer and spend class time doing “homework”—are accelerating and leading to a redefinition of the role of the teacher, according to the report’s authors. The annual report also found that an increasing number of students are bringing their own mobile devices to school to use for learning.
“It’s still a small piece of the education landscape, but it has come on so quickly,” said Larry Johnson, the CEO of the New Media Consortium, in a webinar announcing the study last month.
Game-based learning remains two or three years away from making a big difference in education, the report’s authors said. The right technology for creating high-quality educational games does not yet exist, Johnson said. It is “tantalizingly in the distance.”
The other report, published in May by the Center for Public Education, an initiative of the National School Boards Association, focuses on virtual education. The report’s authors argue that little is known about how much online education programs actually cost or how well they educate students.
Multiple studies cited in the Center for Public Education report detail how students who attend online schools (particularly full-time online programs) perform worse, on average, on reading and math exams than their peers who attend traditional brick-and-mortar schools. However, there’s evidence that elementary students who learn online perform better than their peers in traditional schools.
According to the EdTech Trends and Predictions for 2013, we already know that social media will play a major role in enhancing education.
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