# The Challenges of Online Education: Culture and Commitment
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Chapter 1 Understanding Online Education's Resistance
In the early 2000s, there was a strong belief that platforms like Khan Academy would revolutionize education. For those unfamiliar with teaching, it appeared logical. Khan Academy offered clear and concise explanations of math and science topics, often surpassing the effectiveness of traditional classroom instruction—all accessible for free online.
Many students with internet access could potentially receive superior education from Khan Academy compared to what their schools provided. While Khan Academy has undeniably made a significant mark on education—serving as a valuable resource for students, including myself—there was a time when it and other online educational ventures, like Alt School, were expected to "transform the educational landscape." However, that transformation has yet to materialize.
During my teacher training, I was optimistic about integrating online and personalized learning into my classroom. Yet, my first year of teaching revealed the complexities involved. A significant factor is student choice. Consider what it truly entails to learn from an online video. There’s no social accountability; no teachers are present to guide and adapt the content in real time. Instead, students face impersonal videos paired with adaptive questions. Genuine engagement requires a desire to learn, and even then, the myriad distractions of the internet can hinder progress.
The hard reality is that mandatory K-12 education is still structured around compelling students to learn subjects they often find uninteresting. This fundamental aspect shapes much of K-12 education. Since many students lack motivation and don’t want to be in school, the entire system revolves around maintaining discipline and accountability among a class of 30, managed by a single teacher. Unfortunately, the teacher's presence is crucial for compelling students to engage with the material.
Impersonal software lacks the ability to provide this essential social accountability. A computer cannot discipline a student or ensure their focus. It cannot inspire or encourage a student to exert effort. The most it can do is issue grades, hoping to motivate students, yet many remain unresponsive.
Once we move away from direct interaction between students and teachers, maintaining accountability and engagement in the classroom becomes increasingly difficult. No educational software has resolved this issue.
However, I must acknowledge that online learning can be effectively utilized in classrooms. The challenge lies in the misconception that implementation is straightforward. Many assume that simply providing a classroom with a cart of Chromebooks is sufficient, but research indicates that merely increasing access to technology does not enhance student learning. Effective online learning necessitates rigorous development and adherence to comprehensive classroom and school-wide systems.
Section 1.1 The Importance of School Culture
A crucial aspect of successfully implementing online learning is the culture of the school. First and foremost, educators and institutions must be committed to effectively leveraging online learning. Schools often have deeply entrenched cultures that have operated in a similar manner for over a century. The traditional model—30 students for every teacher, with the latter delivering lectures from the front of the classroom—has significant momentum, and persuading new educators to embrace alternative methods can be challenging.
However, commitment alone is insufficient. It is essential to ensure that teachers receive adequate training in effectively using classroom technology, which is often more complicated than many anticipate. Converting lessons to an online format and navigating various software tools can be daunting. Integrating different platforms, which frequently lack compatibility, adds another layer of complexity. On the hardware side, I have faced numerous challenges, from fixing broken keys to managing the charging issues of over 20 laptops.
Once these foundational elements are established, classrooms must strictly adhere to any disciplinary and management systems in place to ensure that online learning can take place effectively.
Section 1.2 The Burden of Implementation
Although there is an abundance of excellent educational apps available to schools, ensuring that all students consistently engage with and learn from these resources demands significant effort from educational institutions.
Consequently, my principal argument emerges. Online education has not prevailed because it demands more dedication from teachers and schools than educational technology companies acknowledge. The education sector is notoriously slow to adapt; online learning will not reshape education until the latter allows it to. Achieving meaningful cultural change is essential, and even with such changes, there remains the formidable challenge that software alone cannot compel students to learn subjects they find uninteresting. The presence of an in-person teacher and/or motivated students is still indispensable.
Chapter 2 The Future of Online Learning
The first video, "The Era of Online Learning," features Niema Moshiri discussing the evolving landscape of education and the role of technology in shaping learning experiences.
The second video, "Online Learning Gone Right," explores successful strategies and practices in online education, highlighting the potential for meaningful learning experiences.