Critique 4: The Online Classroom!

Journal article from a printed journal

Baskin, C. & Anderson, N. (2003). The Online Classroom: A self-actualising theme park or a trial by multimedia?. Australian Educational Computing. 18(1), 11-19.

I came across an interesting article in the printed journal section when browsing through my university library.  The article was titled, “The Online Classroom: A self-actualising theme park or trial by multimedia?” and was in a journal titled, ‘Australian Educational Computing’.  The article was written by two authors, Dr Colin Baskin and Dr Neil Anderson. 

In the article, Baskin and Anderson write about and discuss some main issues which they feel to be priorities when talking about new learning technologies in the educational system in Australia.  To summarise these priorities Baskin and Anderson say that there is always a sense of urgency in the educational system in Australia to be on par with new learning technologies.  They continue to say that there is an urge to ensure classroom practice is transformed using these new technologies and that it is important to keep in mind that the interest and experiences of the students must be enjoyable ones.

The focus area of the article was to make use of the online learning environment found in schools and this meant that teachers where then faced the issue of transferring traditional learning to an online format.  A case study of a year 8 social science class completing a Rainforest study unit online was discussed and it was shown that it presented many pros and cons.  One aim of this case study was to extend the borders of the classroom to enable learners to have increased access to internet information resources for group work and problem solving.  The other was to enable interaction that promoted a sense of belonging to a wider and richer learning environment that just the classroom.  Summarised quite appropriately by Basking and Anderson is that online learning becomes ‘a way of organising learning, while providing the context in which learning can be demonstrated through active participation’ (Baskin & Anderson, 2003 p.13).

We can see that online learning sites can provide opportunities for communication and developing ideas of how to interact, however handing over the reigns for students to direct their learning invokes many fears involving inadequacy and fear of students missing important bit of information.  From the case study it was realised that it does not necessarily mean better results but rather enhances student learning opportunities in a new and authentic learning context and the majority of students found the process exciting and fun.

I found the research behind this article to be very interesting.  Not only are classroom students, such as the ones mentioned in the article, extending their knowledge further from just the classroom text and embracing technology.  The article also provides some student’s perspectives of online learning very nicely to support what is being said.  I do however believe an online learning community can be daunting for teachers, but as we move further into student centered learning, it will become a way of the future for students to guide themselves online with the teacher acting as mentor and facilitator.  It provides a unique experience for students and can motivate and revitalise learning.