Hi again!

My second post for section 7 I choose because of two reasons. I teach Biology classes and some of these classes are practical classes such as laboratory and field trips. When I started this DE course I wondered whether  you could teach practical classes as DE classes. My second paper not only addresses this point but it also addresses the ethical side of the quality of these classes.

The Use of Innovative Methods to Deliver Technology Education Laboratory Courses via Distance

Learning: A Strategy to Increase Enrollment

http://scholar.lib.vt.edu/ejournals/JTE/v17n2/pdf/ndahi.pdf

"Advances in communication technology and innovative methods of delivery of instruction at a distance have challenged the idea that laboratory courses can only be delivered in a face-to-face laboratory setting. In engineering for example, Virtual Laboratories have been used to teach thermodynamics, electronic circuits, and other experimental courses as well (Baher, 1999, Griffioen, Seales, & Lumpp, Jr., 1999). Programs in nursing, engineering, technology, and other sciences are beginning to use different technologies and innovative methods to deliver courses via distance learning methodology in order to reach students in different locations and boost enrollment. A survey of online distance learning programs revealed a large increase in student enrollment (Carlson, 2004; Gayle, Cook & Kwanghee, 2003; Laughlin, 1997).

The availability of distance courses has made it possible for some people to attend college because courses are accessible within their locality or the time of course delivery is convenient to them. This opportunity for learning has not been without critiques of the quality of such instruction, and rightly so with any form of instructional delivery."

"Quality issues are a major concern for those who intend to pursue degree programs via distance learning, especially with the proliferation of distance learning programs. Although it is difficult for academics to agree on specific standards that constitute quality in distance learning, nonetheless, attributes such as accreditation standards for programs, evaluating students’ experiences, teacher-student interaction, student-to-student interaction, learning resources for the learner, learner assessment and performance, instructional resources for faculty, faculty training, and learner satisfaction are valid criteria (Dahl, 2003; McIsaac, & Craft, 2003; Mann, 1998). These and many other factors can determine the quality of delivery of instruction in both distance and face-to-face classrooms."

I was happy to read that at least in engineering virtual laboratories have been used. I myself have used YouTube films for virtual dissection classes instead of the regular real life dissection classes. I did this for two reasons first because my students had problems with killing animals just to dissect and draw their anatomy and then discard of the bodies. And secondly we had difficulty finding enough specimens for each student for each class. To some degree it filled a need but on the other hand I found it lacking because as future biology teachers you should be able to experience handling for instance a frog or some other specimen. In my perception you can't call yourself a biology teacher or a biologist if you've never touched a frog before or if you've never been in a tropical rain forest. Certain things you have to experience for yourself in order to teach them. I agree in part that certain subjects can be taught online but not all subjects, especially the practical ones. I'm not convinced yet.

I could be persuaded to teach biology as a blended class.

Kind regards,

Debbie