Issue link: https://www.e-digitaleditions.com/i/55943
Today's online learning modalities offer vast improvements over computer-based training of the past, which was largely text-based, self-directed, and passive. Many Modalities In multisite synchronous learning, small groups of students gather at a particular physical site and use videoconferenc- ing to engage with their professor and other small groups at additional sites. This modality is excellently suited for pro- grams offered at multiple campuses across town or around the globe. The professor may teach from the same site all the time or alternate sites from session to session. Programmatically, multisite sessions provide students an extraordinary level of flexibility, opportunity, and choice, while reducing travel costs and lowering the consumption of fossil fuels. At the same time, they offer schools the ability to expand dramatically into new regional markets. However, videoconferencing systems and network infrastructure can be expensive to implement and resource-intensive to maintain. ments and participate in activities and online discussions according to their own schedules. While asynchronous learn- ing usually takes place over an extended time period, it works best when anchored by concrete guidelines, hard deadlines, constructive feedback, and frequent assessment. New Web 2.0 tools, such as those listed in the sidebar, make asynchro- nous learning much more engaging through interactive, col- laborative, audiovisual, and social media. All three of these online learning modalities offer vast improvements over computer-based training of the past, which was largely text-based, self-directed, and passive. Today's technologies not only allow a high level of active learning and student interaction, they are congruent with technologies currently in use in the workplace. Thus, stu- dents not only hone their 21st-century professional skills, they also are well-positioned to continue learning after they graduate. The challenge with blending these modalities is that no single formula or "recipe" will apply across disciplines or programs. Every school must determine the best way to design its own blended educational environment and mea- sure learning outcomes. A remote synchronous modality enables students and professors to meet in real time, whether they're at home, at work, or even traveling in another country. Participants attend classes by using a computer, a broadband Internet connection, and online collaboration tools, such as those listed in the sidebar on page 31. As with multisite learning, remote synchronous education offers students a great deal of flexibility and reduces their consumption of natural resources. It also allows professors to shorten or eliminate their commute times and open their calendars to professional travel that might otherwise con- flict with class schedules. There are several other benefits: Desktop conferencing and collaboration technology rarely requires additional infrastructure investments, is relatively inexpensive, and is readily available wherever students or professors happen to be. The asynchronous modality, which is not determined by time or place, provides the most convenience and flexibility. It enables teams and individual students to complete assign- 30 BizEd NOVEMBER/DECEMBER 2010 The Pepperdine Blend At Pepperdine's Graziadio School of Business, blended learning allows us to personalize business education, foster strong relationships among students and faculty, and prepare students to perform in the digitally interconnected business world. We have created a number of blended learning offer- ings for business professionals who work full-time while they complete graduate or undergraduate work. Several of our four-unit information and process systems classes for MBA students are blended. One of these classes is anchored in face-to-face sessions that occur over four week- ends. In between those sessions, students asynchronously view narrated presentations created online by the professor, using a very simple tool called Voicethread. Later, working individually or in teams, students create their own narrated presentations. Like blogs, Voicethreads allow others to post comments to the creator of the presentation, but these com- ments are either verbal or recorded as video. Students and the professor also can ask questions or give constructive feed- back that has a more personal touch. In addition, using online media such as Elluminate or Skype, students in the class collaborate on a group project. Key elements are then posted in an online portfolio site, which becomes a learning repository for the class. Students also participate in an online information security simulation BRAND X PICTURES/GETTY IMAGES