Category Archives: 447

Reflective Essay

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Name Minh Nguyen

Professor Weaver

Class ENG1102

                                                      My Reflective Essay

“One of the ways in which we give shape to our lives is by investing our time and effort into activities, goal and relationship we find valuable.” (Jennifer Morton, 2019). Throughout the semester this quote speak to me the most about the experience I have in college, there’s up and down day in my journey and my experience have been constantly changing through my college year. Many friend I had know until this day have either drop out of college or some make it in other field I hate to be the one who left alone behind and deciding for myself. While searching for myself the meaning at the same times attending college. I realize I hate College so much and I want it to change for the better for community and I also like college because of those whom believing in it and give it a chance for improving. 

My belief of college is it can changes people life. My goal for college is not about the money it’s more about a return for service for community and the people with the best of my ability. Despite the majority of people whom believing that attending college is to get a good job and have good pay living through day and get good retirement plans. I think this belief of college is from the environment that surround me especially my mother. Growing up in a poor family my mother the one who got bare should carry my family up the ladder, I appreciate what she did and done. She don’t mine the harsh job or tough time she went through to get to where we are even in the future. My mother is the nicest person she learn that from other, when she went through tought times have meet many nicest people that help her in the dark time and she owed them a life, until now she trying to do the best she can if they ask for help. Because she don’t have time to stay alots with the family she want us to become a good citizen and return something for the community and help the people who in needed. That is the believe I have and along the way this believe have been strengthen in the search of my life meaning while I went to college. It was rough because I have to deal with social anxiety and most of the time I just disassociate myself from many scenario as possible growing up I have some traumatic experience that change me in many way it also affect my learning ability. Many times I thinking of giving up but I imagine many people goes through this may have the exact same experience like me so this wouldn’t be so bad. So I press on and along the way there are people who supporting me, with no judging and very friendly it really push my comfort for recovery and trying for the first time because everyone kindness went inside of me and I couldn’t let it goes to waste. Back to college that’s why I believe but college as I attend is not as perfect as I thought it would they have many flaw that have stop many believer to going through the process. They have separate the community of learner. But I still think college is good because they provide the space for thinker, learner to improve and growth as a person, There are so many good people who are in the system to help many other out too not just for their sake of money but for both for the growth of the student and for the life that they having. I have meet wonderful teacher that not just expand my knowledge but set a foundation for me as a adult. I just disappoint as how sometimes there’s a professor with no background of teaching and left the heavy work for the student to explore and make mistake instead of guiding them lead them. And some school even benefit out of the unfortune student and other school see it but don’t want to help them. I just feel really sad about the reality but optimistic that I hope someday college can change this sad reality and make more people to join them as a community. Because if we disband this idea of foundation we will left with nothing. We can build with what we have and improving it from there. Am sure many people would love to hear idea of how to make college better for the mass because when it come to college we are talking about the future and faces of this country. 

In the end it’s a long way to go to improving college but many good thing have been improving in college for example in my college I didn’t even know I can take counselor for 6 times and save me money a bunch. I also didn’t know that there are many club and school activities that being offer around opportunities for people promote for classes that many people want to learn exciting innovation and equipment that teach student to learn. So may be in the future many more will come and help students to focus on how to be a good face for this country.  

 

Cite

Morton, Jennifer M. Moving Up without Losing Your Way. Google, 17 Sept. 2019.

Research Project

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As part of the rhetorical essay, I read The New Education, written by Cathy Davidson. From the chapters, I was mostly interested in The Red House and MOOC because I had never heard of The Red House or the online learning platforms called MOOCs. The Red House Is a literal red house located in Georgetown, Washington, D.C. Even though the house is red, there are many other colorful houses on the street. Anyone passing by, who is not a student, will not know the significance of the house. The other research topic is MOOCs, which stands for massive open online courses. A MOOC is an online course open to anyone. The class sizes can become large because it is a virtual class. Some classes are free, and some classes require a small fee to obtain a certificate. A MOOC is an around the world affair.

The official name is The Red House -Designing the Futures or The Hub. Georgetown University is one of the top-rated universities in America, as well as one of the oldest. The Red House is an extension of Georgetown and represents space for innovation. The house is more than just a home; it is also a coffee house. Sometimes the house can be used as a conference room and design lab according to the Georgetown website. The Red House began in 2015, and since the conception, the Red House has been a part of many projects. The overall aim of the house is to “bring together expertise from across our campus to achieve an understanding of the depth and breadth of the landscape of equity and innovation across Georgetown and higher ed” (“Who We Are.” TheHub.georgetown. web 3 May 2020).  The team at The Hub is made up of postgraduates and faculty. The students are heavily involved in the house because the programs are about them.

The Summer Institute is one program The Red House takes part in. The Purpose of the institute is to advance innovation for the universities. Other universities participate in the event. The Red House sends a team to take a few days to turn goals of innovation and new executions into viable plans. At the 2019 summer institute Indiana University, Princeton University, and many others took part in the institute.  Another program allows members of Red House, along with faculty, to take part in the dinner series. Fifteen students and faculty guests come together monthly to talk about” faculty research focuses on life stories” (“The Red House Dinner Series.” Futures.georgetown.edu.4 May 2020). The dinners allow students to speak to members of faculty intimately. There are other projects like Rebundling a Georgetown Degree, which is about looking at undergraduate degrees differently to make sure learning is being expanded, there is an equal opportunity and affordability (“Who We Are.”theHub.georgetown. web 3 May 2020).

These are just three examples of what the Red House is publicly involved in. On the websites I could find, there are small snippets into the inner workings of the house. I can only assume the members want to keep certain aspects of The Red House of a mystery.

I first came across MOOCs in The New Education by Cathy Davidson. Davidson’s overall opinion is that MOOCs have problems. MOOCs need improvement. From the outside, MOOCs come across as a great idea worth exploring. Just putting in a simple search on google, the average person will come across beginner guides, videos, and articles explaining the meaning of open outline classes. After reading the surface level material, it became clear I wanted to know about MOOCs from those involved.

While researching, I found a video of six MOOC students talking about their experience with courses on MOOCs. The video is split into three sections. The first section is how they feel before classes begin; the second section is what the course is like during the course and what they think of the course once the course has ended. All the people enrolling were optimistic about starting a course. For one student, he was looking for a “fun, easy, and interesting course” (student). Another student worried he wouldn’t be able to concentrate because he is not in an “academic environment” (student). During the courses, a student liked how clear his notes were for the class and the lectures, but another felt like the course wasn’t truly flexible because she couldn’t download the file on her phone and watch them when she was out. After finishing the courses, some felt they did not learn as much as they expected to and others liked that they could reverse the videos countless times, giving them a chance to learn. Another person felt like there wasn’t a time commitment and so felt less inclined to work, and another described his course as “clear,” and around half either would recommend or do another course.

Dr. Karen Head was kind enough to send some articles about MOOC. Her “Wired Campus” articles in The Chronicle give the reader an excellent look at the success of MOOCs. To paraphrase Dr. Head’s last article, she defines success before labeling MOOCs a success. Head taught a freshman composition course as a MOOC.  As said, MOOCs have big class sizes, and this class had 21,934, enrolled, and 14,771 were active members. The MOOC was not a success if you look at retention rates. Two hundred thirty-eight were given a certificate; however, it was a success because it changed the way those involved approached interrogating technology into classrooms, and the course reached people around the world. Although those things are good, Head makes the point that not everything is other parts of the world are accessible or free. Head uses the example of the internet being costly and YouTube being inaccessible in Pakistan.

There were undoubtedly good aspects that always involve interacting with the students. For example, Head writes about engaging in conversation and questions over live streams called a hangout session.  As Davidson said in The New Education, Head writes about MOOCs needing a better understanding of the courses so the course can work smoothly on a massive scale. There were other technological difficulties concerning students not able to “complete in video quizzes” (Head) because of internet access. The more students on the course mean a heavier reliance on peer review. Because of the Coursera peer-assessment tool, the team where disappointed that the rubrics for the evaluation had to be downsized to fit Coursera. MOOCs could be a great tool–they just need a slight remodel.

“Who We Are.”theHub.georgetown. Web. 3 May 2020

“The Red House Dinner Series.” Futures.georgetown.edu.4 May 2020

Head, Karen. “karenhead5final”. Wired campus.

Head, Karen. “blogfourfinal.”Wired campus.

Head, Karen.”HeadFeb20rev”. Wired campus.

Cathy N. Davidson. The New Education: How to Revolutionize the University to Prepare Student for a Word in Flux. New York: Basic Books, 2017. Print.

 

“MOOC Review.”Youtube, CTISGroup13, 2 June,2013. https://www.youtube.com/watch?v=kP_JeODvwc4&t=1s

Connor Mason Rhetorical paper part 1 and 2

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Connor Mason

Pr. Weaver 

April 28, 2020

                                                                                   Rhetorical paper part 1

In the book “An Urgency of Teachers: the Work of Critical Digital Pedagogy” Jesse Stommel believes that labeling all digital pedagogy as obsolete and ineffective is completely ludicrous. He uses counterarguments to debunk the many incorrect ideas about online learning to persuade his audience while making himself look credible. First, he stresses that online learning is too valuable and has too much potential to simply be discarded as failed pedagogy. He says “Online learning is too big and valuable a target.” (Stommel, 1) which explains how he places value in online learning. Stommel makes this counterargument to establish that all aspects of online learning cannot be deemed as ridiculous and completely incorrect. He later explains that MOOCs come in very different shapes and sizes so you can’t say that they are ineffective or effective altogether because there are many types. MOOCs are not the same and they come in very different variations.

Stommel then introduces his own personal experiences with opinions about online teaching, he says “I’ve frequently encountered an anti-pedagogical bent amongst fellow teachers and faculty… Especially regarding online learning… What we need is to ignore the hype and misrepresentations (on both sides of the debate) and gather together more people willing to carefully reflect on how, where, and why we learn online.” (Stommel 1) By saying this he invalidates the many false preconceptions and thoughtless claims about online learning with his own counterargument. Stommel then introduces an idea that needs more thorough and reflection into online learning because most of the arguments come from misinterpretations. Stommel believes that for there to be a true and just debate it must not include exclusivity and intellectualism. He simply does not want hype and prejudice about online learning to pollute the debate about peadoligical learning.

Stommel then opens up the debate to the ones who digital pedagogy will be affecting-the students. Stommel says “And it’s especially important that we open our discussions of the future of education to students, who should both participate in and help to build their own learning spaces. Pedagogy needs to be at the center of all these discussions.” (Stommel, 1) which is his rebuttal or counterargument that really puts emphasis and importance on what the very students think about online learning. It’s like he is saying what the students think that online learning is important, teachers and professors can’t decide what works well for them and what they like. Stommel later lists many points about online learning that are not intended to debate whether it’s good or bad but instead list the many aspects and variations in evaluating online learning. 

His first point is “Online learning happens at many different scales. Not all online learning, though, is scalable.” (Stommel, 1) which means that online learning can be labeled as good or bad because it is effective for certain learners and ineffective for other learners at the same time. This is his counterargument to individuals who rate online learning by the performance of a selected group of students. Another quote by stommel is “Don’t wield outcomes like a weapon. Online learning activities should not be overly designed or too-strictly standardized.)” (Stommel 1) means that students’ results should not deem an online course good or bad. Stommel believes that improvisation, play and experimentation are the natural part to learning. Stommel uses this counterargument to debunk the idea that if a class does not score high on an online learning course, the module is not bad; they just have not learned the material yet. Last, Stommels’ following quote “It might function well for certain learners or for certain courses, but it should be viewed as one of many available approaches.” (Stommel 1) basically means that an online course may work well for one student but may not be suited for another. He again asserts a counter argument that doesn’t allow students and teachers to label an online module as good or bad all together because it’s meant to fit certain people and not everyone. Stommel believes it’s like saying, “students focus best while in the classroom when that’s false, some students focus better in confined rooms or in solitary, it’s not meant for everybody.”

 

Connor Mason

Pr. Weaver

April 27, 2020

                                                                                          Rhetorical part 2

This needs more context; just a couple of sentences setting this up so that your readers understand the stakes—why is this important? It’s devastating that test score numbers determine where students can go for higher education. The ACT and SAT testing system has denied many students with great potential, and many academic achievements admission into prestigious colleges. Even with online learning, written models of learning should not be used as a universal evaluation system to determine a student’s capability and intellect. The ACT and SAT are both standardized tests to test a student’s readiness for college and high schools have their students take them once or twice. Prestigious and ivy league colleges have placed heavy emphasis on selecting students with perfect scores. In college the factors that are integral to a student’s success is discipline and a strong work ethic so how does proving you can test well show you are ready for college.

The SAT and ACT testing system needs to be abolished because it labels students as only a test score when they’re so much more. Individuals with great character, academic accolades and passion are denied acceptance because they didn’t have a desired score on some randomized test. It’s like saying “despite everything else you have done and achieved, your test score says you are not good enough to be a student at our institution” and that’s purely wrong.

To begin with colleges need to focus on other evaluating modules and methods that can show a person’s capability of handling college work. Michele Hernandez, who is the president of Hernandez College Consulting and Application Boot Camp and was a former college admissions officer at Dartmouth College believes that colleges should focus more on SAT subject tests and IB/AP exam scores. She states “At least SAT subject tests help colleges put grades at different high schools in perspectives, and AP/IB exams show ability to do college-level coursework.” (Hernandez, 2015) which means that AP/IB exam scores show how well a student handled rigorous and difficult course work and SAT placement tests help get a grasp on how much various schools prepared different students. They allow for students already accepted to show what they know and don’t know so they can be placed into classes that fit their academic prowess. Hernandez states “The majority of students applying to elite colleges spend hundreds of hours doing SAT/ACT prep when they could be pursuing scholarly activities. Many New York City families will spend over $20,000 on SAT prep and top tutors charge over $600 an hour.” (Hernandez, 2015) which basically means that students targeting prestigious schools ignore scholastic experience and will study nonstop for the ACT and SAT. The very individuals who score high on the test usually had intense and expensive tutoring sessions for the ACT or SAT. Most families don’t have funds to spend on getting their child expensive tutoring sessions so the availability and advantage goes to the students in families of wealth. College board had deduced from their results that there is a direct linkage with income and SAT/ACT scores.

The National Association of College Counseling has found that colleges with optional ACT and SAT submissions have seen a great increase of diversity in their applications. The author of the post Mcentee who has over 10 years teaching English and College prep courses says there is an increase in diversity like gender, race, ethnicity and nationality. It’s apparent that students of non privileged families or families of color don’t have high or perfect test scores so this optional submission of SAT and ACT test scores does not deter them from submitting an application. The National Association of College Counseling later compared the progress of Non-submitters and Submitters and found some eye opening results. Mcentee states from the results “But this same study concluded that “Non-submitters (those who don’t submit ACT or SAT scores) go on to graduate at rates equivalent to Submitters.” (Mcentee, 2020) In other words, how a student performs in college doesn’t seem to depend on the SAT or ACT.” This means that non submitters who did not submit their scores because they were low and students who submitted their scores because they were high performed at the same rate. So what does this mean? It means that the ACT and SAT don’t predict how a student will perform in college because both tests only measure how well a student has studied. High test scores does not translate into success and prosperity in college.

Check out this video – https://www.youtube.com/watch?v=3HUaI2ofyo8

                                                                                                         Work Cited

          Abolishing the ACT and SAT, www.mckendree.edu/academics/scholars/issue18/streetman.htm.

 

          “Finding Acceptance.” The New York Times, The New York Times, www.nytimes.com/roomfordebate/2015/03/31/how-to-improve-the-college-admissions-process/colleges-should-get-rid-of-the-sat-and-act-and-abolish-preferences.

 

          “Why the ACT and SAT Should Be Abolished.” Test Prep Advisor, 11 Feb. 2020, www.testprepadvisor.com/act/why-the-act-and-sat-should-be-abolished/.

 

My Religion and Beliefs About College

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Ethan Wong

Professor Weaver

English 1102

April 27, 2020

My Religion on College

        Soon ending my school year with many unexpected and unforeseen events happening, it can be safe to say that my religion of college has drastically changed throughout the following years of high school and college. As a dual enrollment student who has only experienced a glimpse of real college, there were many surprising and unsurprising things about my experience at Georgia State University. First, believing that college was a universal world where students from various ethnic backgrounds and social classes could enjoy higher education together in hopes of improving the standard of living for the benefit of the majority. This personal belief was proven very wrong as I recollect multiple experiences I have gone through, ranging from my first interaction with education and the first few years of my high school career. These experiences are a vital contribution to my present belief about college as I grasp the real understanding of how unrealistic my thoughts were.

        Born as an American Chinese citizen who had the privilege to attend school at a younger age, there were many hardships my parents went through that I could never understand. My parents, who were native-born Chinese citizens, chose to immigrate to America at a younger age in hopes of starting a better life to support their families. While both my parents were still in their twenties, attending college was at the bottom of their bucket list as tuition was too expensive, and there were significant language barriers. Giving up their chance to receive higher education at an American college, my parents focused all of their lives working to create a better living environment for both my sister and me. Here growing up with minimal difficulties and a false sense of security, I began to fall behind in my studies when I entered elementary school. Receiving poor scores on my exams, my parents often would lecture me, rather than inflicting punishment. They would often tell me that to gain a better future and a life without struggle; I would have to work hard in school and get accepted to a prestigious college in the future. Being ignorant as I was, I never took their lessons to heart and ruined the beginning of my educational career.

        Selected and placed in a lower-level class during my elementary school days, this pattern became reoccurring as I entered middle school and high school. Although the words of my parents did remain in my mind, I never took them to heart as I hoped to complete high school with minimal effort and difficulties. This low expectation I set for myself became the same trap that caused me to regret the beginning of my senior year. Now at the stage where college applications were happening, I realized my false sense of comfort being in the lower classes prevented myself from stepping out and becoming a more active learner. With only a few clubs to write on my resume and some out of school extracurricular activities, I started to feel many self-regrets. Seeing how many of my friends were achieving more and accomplishing more, the evolutionary theory of survival of the fittest genuinely resonated with me at heart. Life was not an equal playing ground where every student would be accepted to the colleges they wanted, but rather only the most hardworking students would come out on top.

        Ashamed that I believed college was a world where everyone received equal opportunities, I decided to enroll in the dual enrollment program to begin a new chapter of my life in a different environment. Having to learn to adapt and succumb to various learning situations, I was able to step out of my comfort zone and create a more realistic belief in higher education. Although my experience with college was short and only a glimpse of what actual college would be like, I have interacted with various types of people, all of whom have their struggles. For example, interacting with the people in my class, many of them expressed their concerns that higher education is only causing more harm than good. With the increasing amount of tuition and reduced amount of financial support, many felt like college was being falsely advertised, and that there were better alternatives in achieving the life they wanted. Although I do not disagree that college is indeed a heavy price to pay, in return for knowledge and degrees. In consideration of the financial struggle many people are facing and the mass amount of penalties one may receive when unable to pay off student debt and other expenses, these ongoing problems have caused my beliefs to take a more realist turn. Only those who are competitive and well off may attend a more expensive and prestigious university. In contrast, those who are well off and less competitive will attend a school that provides fewer resources. As for people that are financially struggling, reaching either of these points may cause more significant harm; however, this does not mean they should give up in attempts to change their lives for the better.

        Soon reading a book called Lower Ed by Tressie McMillan Cottom, she explains how many people are desperate enough to change their lives, that they are willing to enroll in a for-profit college. While Cottom does not explicitly state that students should not enroll in a for-profit college, she does mention how many people have become even worse off after attending one. One of the reasons why for-profit colleges are looked down upon by many business institutions is because they consider the degree earned at a for-profit college to be uncredited. Since the traditional school does not accept these credits, and the degrees are not seen as legitimate by employers in the working field, students of for-profit colleges often become more unemployed than a high school graduate with their diploma.

        With so many obstacles interfering with one’s goals to achieve a better life, these experiences have caused me to believe that the real religion of college is for financially well off people who have the desire to gain higher education. Those who are not financially well off can also attempt to enroll in higher education but can result in facing more substantial punishment like more burdensome student debt. Considering the various social classes in the world, my original beliefs in college about having equal opportunities with a lower price merely represented the ignorance I faced in the past. Therefore, using the many personal experiences, I hope to have become more realistic and appreciative of the opportunities my parents gave me.

Works Cited

Cottom, Tressie M. Lower Ed. New York, The New Press, 2017.

Pass/Fail Option?

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        Although the recent months have been rough, and both teachers and students alike are attempting their best tries in succeeding throughout the rest of the semester, I do believe the pass/fail option should be given to all students in the universities of Georgia. Many students are suffering from inadequate learning situations where one may not have proper internet access, as well as appropriate support to continue school. Since most businesses are asked to be closed to prevent further spread of the COVID-19 virus, many people have lost their jobs, including their central route of income. Therefore, with a disturbed semester of college, institutions should be flexible with their students and allow the pass/fail option. Of course, those who are persistent in achieving higher grades in their class may continue to do so; however, those who are unsure whether they will last throughout the rest of the year should be given an alternative decision. While these circumstances are most inconvenient and sudden, there are more pressing matters to handle to debate whether students should be given a choice to pass or fail. This decision of passing or failing is not one that will remain but rather a temporary solution and gift to most college students who are battling against any obstacles they may face at home. While I do understand this sudden acceptance of passing students may override the purpose of learning, there could be other methods for students to continue to learn and understand the material they are given.

The New Developments of Online Learning

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Online Learning

Imaginary Ideal Readers for Online Learning

        Online learning, a relatively new and developing form of teaching that has become the center of attention to the public eye, is supplying many institutions with another pathway for conveying higher education. Although traditionally, teaching has always been in the form of face to face contact with a body of students and a teacher, online learning overcomes this restriction by allowing professors to utilize various sources from the web, connecting to students around the world. Since higher education is not limited to those who have just graduated from high school, many people who are in the working field may not have the time to learn in a traditional environment like a classroom. Therefore, to create a simple but effective solution, many workers in the field of higher academia believe the internet is one of the better choices for those who would like to pursue a brighter future, even if they cannot show up in person. Approaching both the brighter side and dimmer aspects of this idea, Morris and Stommel convey their thoughts on various components of digital learning. These components range from questions like why online courses are useful or why many people do not prefer this over traditional education? Further information can be allocated in the Online Learning section of their book An Urgency of Teachers. Throughout this section of the book, Morris and Stommel include many discussions where the argumentative strategy of imaginary ideal readers is apparent and effectively used to persuade their audience.

        Morris and Stommel believe online learning has many potentials and can create a broader opportunity for many students wanting to achieve more knowledge in higher academia. Because digital learning is relatively new, and modern technology is continuously improving, some people who are not familiar with online learning are persistent in believing this is a bad idea. As many people debate whether digital learning is a beneficial transition to education, Stommel states that people should “ignore the hype and misinterpretation (on both sides of the debate) and gather together more people willing to carefully reflect on how, where, and why we learn online” (Stommel). Given that two sides are battling over who’s right and who’s wrong, picturing the imaginary ideal readers of a third party would be essential for Stommel to justify his explanations. For example, by having a group that is unaware and uninformed about the pedagogy of digital learning, Stommel can use reasons to help persuade why online courses can become a stepping ground for higher education.

        Furthermore, Stommel is appealing to another group that may be reading his book, and this imaginary group is those who embody a more liberal mindset and are willing to give up traditional beliefs about education. Actively engaging with an audience who are more willing to agree with his reasons, Stommel expresses his thoughts in that “the best learning should engage us in an immediate and physical way… learning shouldn’t happen entirely at a desk” (Stommel). Although there is nothing wrong with the traditional form of learning, the student body around the world is vast and consists of people who may learn better in different kinds of environments.  Wanting to preserve the traditional style of learning is not unreasonable as this method of teaching has served many people well over the past decades. However, with new opportunities given because of modern development, academia can finally take a new approach that will last throughout the future. To guarantee this change, attracting imaginary ideal readers who will follow through with this transformation is an essential first step.

Desks in rows.

“p-71-t-006” by NeenahHistory is licensed under CC BY-NC-SA 2.0

        As there are various types of students who succeed in different formats of learning, Stommel is tailoring his writing to those who would like modern academia to be more diverse. In the “How to Build An Ethical Online Course,” Stommel states that “a good learning management system is a tool that can help with this process; however, we should never let its design decision…dictate our pedagogies” (Stommel). For instance, classrooms that have desks placed in rows do not necessarily have to remain that way. They can be rearranged around to create a more effective and engaging learning situation. Here, Stommel is appealing to his imaginary ideal readers that require a different format of teaching, which he explains that there is not a universal solution. Learning is an element that is very viscous, meaning it can fit multiple learning situations and environments. Despite having ample space for improvements and potential, many institutions continue to fail to realize the errors they are making, causing online learning to be less active. These issues are further explained in the section “Why Online Programs Fail and 5 Things We Can Do About It.”

        Since the internet is broad and filled with many resources, using “blogs, social media… and collaborative

Different ways to place desks

“my art classroom 2008: mural wall, outer storage” by steve loya is licensed under CC BY-NC-ND 2.0

organizations…” would provide students with a more flexible and engaging learning environment (Stommel). This idea would appeal to the imaginary readers who suffer from professors who do not make exceptions to the resources given on the web. Often, notes and other resources provided by a professor is lost when the course is over. Because the student no longer has access to older information, using social media and other platforms would allow students to archive and save work that they have done within the class. Unfortunately, social media and blogs have created a stigma, which many professors find them to be unreliable sources, not credentialed enough to be used in education. Another failure that Stommel has witnessed with online learning is that many institutions merely replicate traditional classroom settings and transition it to an online class. Instead of “scaffolding,” meaning that higher institutions are creating online courses through experiences rather than unsupported assumptions, this is untrue as modern academia prefers to choose the more straightforward route, which is to copy and paste real-life learning online (Stommel).

The positive and negative aspects of online learning.

“2015-02-06 What do I like or dislike about learning online — index card #learning #online” by sachac is licensed under CC BY 2.0

        Although this topic about digital learning is still in question and continuously facing developments, the opinions of people will not cease to exist as this world is broad and filled with learners of all kinds. Whether they’re a student who benefits more with online learning, or someone who prefers face to face contact with a teacher, Morris and Stommel are logically providing reasons that may appeal to their imaginary ideal readers. These ideal readers can range from those who strongly agree with their statements or oppose the idea of online education. Regardless of the position the reader has, this argumentative strategy is a useful tool for Morris and Stommel to persuade those who they believe will follow through with their goals.

Research on Digital Learning Day and Psychological Influences

            Modern technology, an innovative resource that will continue to advance throughout the future, is providing educational institutions with a convenient and adaptive form of teaching called digital learning. Online learning, which has existed in the past, is now quickly becoming more popular as teachers can communicate with students away from the classroom. Although traditional education has proven to be an effective form of teaching, many cases in higher education may not allow a student to be at school physically. In the attempts to eliminate any obstacles that will hinder the educational growth of a student, more high schools and colleges are implementing an online course, as well as an online method of communicating with students. Schools that are closed because of weather or other circumstances like the current COVID-19 is now providing students with Digital Learning Day. Here, further research on the efficiency of digital learning is being examined as well as the potential psychological influences online learning has on the behavior of a student.

            While technology has significantly improved over the years, many high school students continue to take a class in person, traveling to school every day. As most of their education takes place in a classroom filled with a single teacher and thirty students, closing school because of weather and other influences will cause a significant disturbance in the educational opportunity of the student. To make sure students are earning the full amount of education, they are supposed to receive, many teachers have found digital learning days to be most convenient and reliable. Despite being used as a countermeasure for final school days, digital learning days were created for “ensuring that all youth have access to high-quality digital learning opportunities no matter where they live” (Digital Learning Day). Creating online courses for students away from school has become a significant development in the world of academia since many institutions are attempting to create an equal opportunity for those who cannot attend class in person. This collaboration with various other corporations has allowed teachers to realize that “it is not the technology; it’s about the learning” (Digital Learning Day). Although without modern technology, online classes would not be possible; however, teachers are slowly learning to adapt to an online environment where they progressively learn to adjust and reformat their instructions to the needs of the student. Especially teachers who are novices in teaching classes online due to school being closed, they are learning to handle unpredicted situations without panic or confusion the next time a similar scenario occurs.

            Like that of Morris and Stommel, Digital Learning Day is an accurate representation of the kind of learning environment; they hope many other higher education institutions would strive to obtain. Digital learning day “emphasizes high-quality instruction and provides access to challenging content, feedback through formative assessment, opportunities for learning anytime and anywhere, and individualized instruction to ensure all students reach their full potential to succeed in college and career” (Digital Learning Day). Even though currently digital learning day is a resource supplied to students from grades K-12, the success of this program is representing how higher education can transform and create a similar online learning environment. Here students will be able to interact with their teachers when requiring help, as well as completing work that will physically engage them to become more familiar with the materials they are studying. Students will not have to worry about being unsuccessful as they have limitless access to “different facet’s, tools, and applications… including online courses, blended or hybrid learning, or digital content and resources” (Digital Learning Day). Further resources like social media platforms and online blogs can support a student in completing their work.

            Scattered across various states in the United States, digital learning day has received numerous stories about how their organization has helped both students and teachers engage with advanced learning. Using a story from Georgia, at Dacula High School, “teachers use digital learning tools to quickly identify students who need remediation or additional practice, and students who have mastered the materials…” (Digital Learning Day). This tool has become beneficial as many teachers in a traditional learning environment are unable to tell when a student requires additional help. This situation becomes more difficult as students are not always willing to reach out to the teacher; therefore, implicating this technology in class and online results in more beneficial outcomes. Teachers at this school have also said many great things about digital learning day as this tool allows them to “plan the next few weeks or months of lessons, based on their student’s progress” (Digital Learning Day). As learning switches to online and teachers are unable to interact with students in the same way as teaching class, it becomes beneficial for instructors to adjust and plan accordingly to the progress of their students. However, despite the substantial improvements, online learning has reached, and the achievements students and teachers are gaining from it, many exterior factors may hinder a student’s ability to learn.

Teacher

“P6200063” by TeachAgPSU is licensed under CC BY-NC-SA 2.0

            These exterior factors that can hinder a student’s success during online learning are dependent on the student. Even when they are supplied with the most advanced technology and well adaptive teacher, this does not guarantee that the student will benefit from the online form of learning. According to an article called “Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes” by Zeying Wan, Yinlei Wang, and Nicole Haggerty, there are many personal influences that may affect one’s online experience. For example, it is shown that “people who have prior experiences with ICT-related activities have developed a way to accomplish new learning tasks, resulting in better learning outcomes” (Wan et al. 513). Regardless if a student is provided with the same resources as everyone else, those who are more familiar with technology are bound to have an easier time navigating and completing assignments that require the web. Here Wan and her partners discover that a person’s psychological processes and contextual factors have a significant influence on a student’s e-learning outcomes. These outcomes displayed an individual internal mental state, “including learners’ prior computer experience, computer self-efficacy, motivation, computer anxiety, and communication apprehension” (Wan et al. 514). Considering a student’s motivation is vital as many people are unwilling to work when in the comfort of their home; therefore, leaving the house and experiencing a different environment is a potential source of motivation. Lack of motivation can also occur because of other elements, whether it is the distraction by the internet or interference by family members in the house. Computer anxiety is also a reoccurring problem with online learning, as higher education is not limited to just high school graduates. Given this opportunity to people of all ages, those who are older or younger and unaware of modern technology may face computer anxiety, given that they are unfamiliar with navigating through computer applications. This form of stress can also occur because of one’s fear and confusion of messing up while completing assignments online, in comparison to handwritten work.

Anxiety Attack

“Anxiety Attack” by sinclair.sharon28 is licensed under CC BY 2.0

            For the conduction of the experiment, the setting selected was on the campus of a university in East China. This university was chosen as it is one of four schools that offer the choice for an online course. Fifteen classes from this school were selected at random, all given the same living vicinity and internet access. Of the vast participants in this experiment, the average age from “25 to 58 were 27.8 years old” (Wan et al. 516). Using material that was developed by Wang and Haggerty, students were tested based on their virtual competence and the satisfaction they gained from this experience with online learning. At the end of this experiment, it was noticed that one’s hopes and comfort with the outcomes of the experience of learning online dictated how well they did. For example, a student who was expecting to learn more or have an easier time learning through a computer may be disappointed after experiencing their first class. This disappointment would further cause them to either be unmotivated or unwilling to do better.

College in China.

“College of Architecture” by Peter Alfred Hess is licensed under CC BY 2.0

            Although online learning has become a significant development for both students and teachers alike, there are many positive and negative aspects of this highly publicized form of learning. With online courses, students who are unable to attend class physically can have an alternative option for achieving higher education. Whenever there is a crisis that is happening within society, education institutions can provide teachers with a permanent solution to continue class even when school is closed. Even so, some students will excel in navigating through online web sources and applications, while others may suffer from potential psychological influences like computer anxiety and the absence of motivation. Therefore, instead of debating whether online learning is for better or for worse, many people should decide whether digital learning is a choice that would help them engage with higher education.

Works Cited

Digital Learning Day. Alliance For Excellent Education, 2016, https://digitallearningday.org/about-dlday/. Accessed 26 April 2020.

Morris, Sean Michael., and Jesse Stommel. An Urgency of Teachers. Hybrid Pedagogy Inc, 9 September 2018.

Wan, Zeying, Yinlei Wang, and Nicole Haggerty. 2008. “Why people benefit from e-learning differently: The effects of psychological processes on e-learning outcomes.” Information & Management 45(2008):513-521.

Should GSU Let Students Pick the Pass/Fail Option for S20?

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As I mentioned on the Week 12  Wednesday video, a number of student government associations are petitioning the University System of Georgia Board of Regents (USG BOR) to let students pick the pass/fail option for this semester’s grades.

Here is a link to a recent article in the AJC about this (there are other helpful links inside that article), and here is a link to one of the petitions started by students. A number of SGAs at a number of campuses have created these petitions.

So, what do you think? Would you like the option of pass/fail this semester? Why? Why not?

**You can either reply/comment to this post, or you can create your own post. Feel free to post a vid instead of text. I’m looking forward to hearing/seeing your thoughts on this!

 

Response to Sherri Spelic’s “What We Should Be Talking About When We Talk About Education.”

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Sherri Spelic’s article, “What We Should Be Talking About When We Talk About Education,” helps convey the overall meaning and purpose of Dr. Cottom’s book, Lower Ed, and her thoughts on the topic of the privatization of higher education were interesting to read. Her thoughts reinforce the idea that not all education is good and that society is failing to accommodate all members. I too believe that education system is in need for a change and has not changed my view on Dr. Cottom’s book.

Just like Sherri Spelic, I too believe that I was raised on the belief of the education gospel. Both of my parents enforced the idea of college to both me and my brother growing up and the idea of not going to college, for both of us, was absurd. When the topic of college always came up in conversations, my dad would always say to me, half-jokingly, “the world always needs ditch diggers.” When I hear that word I instinctively think of a person without a college degree, working long hours for little pay. My mom would also always reinforced the idea that college was a must but wasn’t as harsh as my dad. Even though my dad can be a little harsh I understand that he only wants the best for me and my brother and make a healthy and happy living for both of us.

On the topic of college, I love the field of engineering and the sciences and would like to major in it but, I believe that if I didn’t want to do engineering I would’ve still majored in a STEM field. I would still have majored in a STEM field because I don’t think I would get a good job or be evaluated highly if I didn’t have it. I feel that I would be payed substantially less than a coworker with a STEM degree if I didn’t have one. I don’t really understand why businesses prioritize STEM majors over majors that correlate with the type of job your applying for. Is it for prestige or is it because of the rapid advances in technology?

On the education gospel, I fully believe that education is a public good. For me a public good is something available to everyone in a society. It is a service provided to the public and should be used to improve societal conditions and foster the growth of the next generation.

 

 

What We Should Be Talking About When We Talk About Education (Week 11 Response)

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Hello Spelic, Into reading your article I find that it’s amazing to hear that you were given a chance to major into anything that was of your interest. There is a selective few of people that I know who has that choice as well, but I do not.

 My family talks about higher education in a similar way as your parents, “education was the ticket, the treasure, the pathway to a good life…” My family is strict about my career path, it’s typically like that for middle eastern people. My mom pushes this idea of higher education would make me become successful and independent, so what that meant for me was just straight pressure. We have both read Lower Ed: The Troubling Rise of For-Profit Colleges in the New Economy, by Tressie McMillan Cottom and know that the economy and the education system is changing in a way that makes choosing a major rather difficult.

Here’s what I think, there is a lot of people who would love to major in their specific interest, but it won’t guarantee them a job and a good future. I’m “those people”, I would love to major in fine arts in fashion design but becoming a fashion designer isn’t a “real qualified job” to my family and won’t grant me straight employment. Doctors and lawyers were the jobs that was ideal to my family. That is why I do feel pressure to be majoring in biology but don’t get me wrong I have always favored science as a subject, but I’d rather prefer majoring in what I like the most and that is Fashion design. As time goes on, we can’t guarantee how the economy would turn out therefore, people take higher education more strictly than others.

What “Education as a public good” means to me is that the learning students receive by the public that helps benefit both parts, students and the public. Reading that phrase over and over again I can’t help but think about Cottom’s book, when mentioning the public benefiting more financially out of student’s “higher education” in for-profit colleges. You’ve made me understand your perspective from reading Cottom’s book and made me agree upon the importance of “get up on politics.” You have also made me open my eyes more about the educational system, I agree that we as people should bring it to the public’s attention for a better education.

Week 11 TNasia Jones

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In my family , college is talked about constantly. My mom and dad always instilled in me that college was the way to go and without it I would be struggling and living from pay check to pay check. My parents never went to college and it was never talked about . But they always made a way for me and my brother . They made sure if they didn’t have it , we would always be secured . I think college to them is a ticket to freedom and having a lot of money . But to me, I always looked at it as a choice , not a requirement. I commend all parents for wanting their children to be successful but forcing a child to do something will never be the way . 
 I always said you can want something so bad for a person but it’s up to the person to want the same as you . It’s okay to be a cheerleader but take in consideration of the kids well being . By that I mean mental health , stress , and just making sure their head is in the right place . I’ve always felt kind of pressured into doing a certain major because I think my family always wanted to continue the tradition of being a nurse in today’s society. I love helping people, but if it wasn’t for my parents picking my major and wanting me to be a nurse , I would have been a psychologist or maybe even a writer .  Education as a public good, to me, means that the public can be beneficial when it comes to schools. I think they should benefit more because we’re still paying a lot of money just for a piece of paper but that argument will go on forever and there’s no winning . I feel the same way after reading this short blog because I took consideration into both blog and novel I’ve read .