Chanel College, and made the following observations:
"From my experience so far, and the results of the questionnaire that I put out to the students, I would agree with much of what they say in this article but there are a few areas that I feel I have worked through and am possibly in front of where this study has got to.
The need to scaffold the course varies by level (ie Level 1, 2 or 3) and also by the IT competence of the students. I have been amazed by the lack of working knowledge of some of the Office packages that some of the students exhibit so this re-inforces the statement in the article about us assuming that students are digital natives (a phrase that Prensky himself has now moved away from apparently!).
I have found that students are working at their own pace and own level and the course so far has been a great leveller especially for the less able or less confident students. Online questioning has been invaluable for some of these students. The ability to upload their work, have it ‘e-marked’ and returned quickly has also been a plus. I have found that I am marking far more work and in far more depth now than I have for years. This is partly due to the increased amount of work the students are producing and also partly due to the fact that I can read what they have written and have space to add a valid comment at the appropriate place in the text, which in the past there wasn’t room for.
- I agree with the positive outcomes stated and have my own evidence to support this from my students
- The challenges faced are also very well stated.
- Strategies suggested are also good for the growth of e-learning
- The statement about schools having a professional responsibility to expose students to e-learning really rings true. Morally we also have this obligation as educators.
- Students may be familiar with the ICT but they still need guidance in how to use it effectively and this is best achieved in a blended rather than fully OTL environment
- I found it interesting that they were proposing the more practical subjects were best suited to blended learning; what is wrong with more academic subjects going down this route?
- My results also back up the flexibility comments, but the amount of flexibility/freedom also concerned some of my students
- Greater resource options is definitely true but again care is needed to ensure validity"