I’ll admit it. I can be a snob about some things, which is why I need daily reminders that the novice perspective can sometimes lead to greater innovation than that of person who has years of experience in a domain. For example, I’ve been exploring the affordances and limitations of online learning since the middle 1990s, so when I read a news article about this “new” development called online learning, I get a little frustrated. Or, when people write about MOOCs as if they are the birth of online learning, I become suspicious about the veracity of their “research.” I get a little irritated when people miss the fact that distance learning is centuries old, that online learning is decades old, and that there is a substantive body of research about both. That is why it is humbling but important for me to remind myself that we really need the newcomers and what might seem like “the uninformed” to imagine the future of blended and online learning.
Consider this conversation that I’ve probably had with more than a hundred people over the years, people who are new to online learning as a student, teacher, or some related role. They bring up critiques or concerns that I’ve settled in my mind a decade ago, but their concerns remind me that they are not settled for them. It isn’t enough for me to say, “Well, that is a great question, but we’ve already looked at that and it isn’t an issue.” Of course it is an issue. If 100+ people bring it up, it doesn’t matter how much I want them to think or feel differently, or to not consider it a worthwhile problem.
Take the use of live video in online courses as an example. How many times have I talked to new faculty or students who tell me how the course can feel less personal, and how we could address this by making the course more centered around live video interactions. I’ve heard countless people tell me that they think online learning will take off once the video conferencing technology reaches a certain level of quality. I’m tempted to point out that there are completely different paradigms for looking at the design of online learning that make little to no use of streaming video. If only they would read the great research about the promise and value of threaded discussions, asynchronous online collaboration tools, and dozens of online teaching strategies that are exceptional at helping students learn as much (or sometimes more) than they might have in a traditional face-to-face course. I can look at the sheer number of comments about how streaming video would make online learning better and more personal, and chalk it up to mass ignorance and being uninformed about the research. Or, I can get really curious about this trend. Why do so many people keep coming back to this? What is it about streaming video that draws so many people to it as an affordance? Maybe it isn’t just trying to apply a face-to-face teaching mindset to the online space. Maybe there is more to this, something that truly does have the potential to amplify both formal and informal online learning. Maybe it would lead to greater adoption and engagement because perceptions can influence reality for the online teacher or learner.
I have learned so much from so-called novices and online learning newbies. I’ve learned just as much from critics. They look at blended and online learning with lenses that are not standard to me. They see what I miss. They feel what I don’t. They ask questions that I rarely or never considered. They propose solutions that sometimes seem absurd to me, but when they try they, they actually work sometimes.
That is why I believe that students and teachers new to online learning, curious outside observers, and entrepreneurs with no background in the field may well be the future of the field. Some of the most promising and disruptive ideas might come from these groups. They don’t self-censor their way to inactivity. They are not simply building incremental changes based on past research and practice because they know very little about those things. They have the advantage of looking at the field with a fresh perspective, uninformed by the educational ruts of past practice and dominant policy. The humility to listen and learn from these people, to partner with them, to invite their candid input and critiques may well be the source of the next great developments of education in a connected world.