Blog #10

Bibliography #10

Chau, P., (2010).  Online Higher Education Commodity.  Journal of Computing in Higher Education, 22, 177-179.  Retrieved on December 16, 2010 from http://www.springerlink.com/content/bg6047wm757168q0/fulltext.pdf.

This is a peer-reviewed article.  The author Paule Chau has a Master's degree in English Composition. She has taught English as a Second Language in the United States and China. Since 2008, she has worked as an online instructor.  She is currently working on her Ph.D. in Composition and TESOL at Indiana University of Pennsylvania.

This article examines the growing trends in the direction of on-line learning.  According to the article, many of the motivating factors for online education are the low cost, accessibility and flexibility on the lecturers and students.  The University of Phoenix’s goal was to provide the non-traditional student, who could not addend in-class lectures due to time restraints, an online learning experience.  Many suggest that technology and online education is useful because it is a necessity for the future.  The article suggest that many corporations, businesses and governments are in a demand for technology and are supporting the increase of technology in the classroom.  Furthermore, the article states that online education has increased by 12.9% since 2006. Although there is such a demand for online education, it is providing a knowledge-based economy.   Online education is used as a commodity, where there is a sense of producers and consumers.  The author states, that current trends in online education are increasing online programs due to financial circumstances.  For example, the University of Phoenix had a net earning of $2.9 million dollars for the University of Phoenix sector alone.  Chau states, that’s students are becoming more like consumers, faculty into entrepreneurs, and institutions of higher learning into storefronts for knowledge (178).  This demand for online education has changed the role of institutions.  According to the article, students are not being viewed as learners but consumers of a product and the educator provides the merchandise.  Chau states that educators should be aware of the trends and look closely into the true rational for promoting online education.  

Blog #9

Bibliography #9

Smith, M., and Butrymowicz, S. (2010).  Charters and Public Schools Team Up in Texas. Education Week, retrieved on December 11, 2010 from

http://www.edweek.org/ew/articles/2010/12/10/15txcharter_ep.h30.html?tkn=QYZFiPoI6iuxSP2VBCgOUlWq7iTTIcQhjDNB&cmp=clp-edweek

This article’s focus was on how charter schools and public schools in Texas are coming together for professional development programs to help improve student learning.  The teachers at the public school, San Juan of IDEA public schools and the charter school in Rio Grande Valley are sharing their students’ success stories.  The teachers have been attending the valley training center.  The center is designed to allow schools to work together to take in students that are typically not expected to graduate from high school—get them to graduate, and help them get ready for college.  The program helps prepare the teachers for the social academic challenges that are faced from these students.  

The article mentioned that there has been much funding for the charter school program.  According to the article, the Obama Administration has supported the charter school collaboration and has provided funding.  Additionally, to help start the program IDEA received $3 million from private establishments.  It is expected that 1,200 teachers will attend the center over the next four years. 

Blog #8

Bibliography #8

Preston, G., Philips R., Gosper M., McNeill M., Woo K., and Green D. (2010). Web-Based Lectures Technologies: Highlighting the Changing Nature of Teaching and Learning. Australasian Journal of Educational Technology, 26, 6, 717-728.  Retrieved on December 4, 2010 from http://www.ascilite.org.au/ajet/ajet26/preston.pdf.

The articles’ focus was to determine if Web-Based Lecture Technologies (WBLT) such as, lectures for web delivery in streaming, downloadable lessons or podcast were an effective tool for teaching.  The article suggested that, in the past, many students have preferred WBLT because they allow for flexibility and easy access to lectures.  Many universities have adapted to this change in technology by using WBLT, however, some universities have not made connections with their students and their individual needs.

In the article, James Preston conducted a study, interviewing four Australian universities.  A total of 815 students were interviewed or completed a survey.  A total of 135 academic lecturers where interviewed and asked to complete a survey.  The study found that WBLT was very popular amongst the students.  The students were in favor of the WBLT because it allowed for student flexibility.  Furthermore, students felt that WBLT made learning easier.  76% of the students agreed that WBLT had a positive effect on their learning experience.  The article stated that the lecturers' saw a reduction in the student attendance when using the WBLT.  55% of the lecturers' felt that WBLT decreased lecture attendance (Preston 2010, 721).  The lecturers' were concerned about the many students that were not able to keep up with the curriculum.

The author suggests that WBLT is a great tool for students to use because it gives students the ability to be flexible with their schedules.  However, if teachers decide to use WBLT, they should monitor their students’ attendance closely.  Furthermore, teachers should manage their student expectations (Preston, 2010 725).  Teachers should examine their role closely in their part that they play in the WBLT.