Completing an online program doesn’t make you an online learning expert. It doesn’t even necessarily make you deeply informed about the field of online learning, neither does having a certificate or degree in online learning. Each of these can be valuable as one progresses toward expertise, but true expertise requires something else. It requires moving beyond some common myths about online design and teaching. As I’ve attended and presented at conferences, had informal conversations, followed the discourse in social media, and generally tracked how people talk about online learning in popular media, I’ve noticed a some common perspectives and patterns that can, if one is not careful, turn into pitfalls. With that in mind, here are five common myths about online learning practices.
Online Learning Expert Myth #1 – My perspective represents the whole of online learning.
Sometimes having an experience as an online learner can give you greater understanding for what it looks like to design or teach online learning, but remember that your experience is only a small slice of the online learning pie. There are far more possibilities than you have experienced. We know that people will naturally teach how they are taught. To broaden your portfolio of approaches, that takes some intentional searching, studying and learning.
Online Learning Expert Myth #2 – My program or training source’s perspective represents the whole of online learning.
I went through a very well-respected training program for online learning design and leadership many years ago. It was a good experience and I learned several new strategies and approaches. Yet, in the end, it was largely based on the 15-20 most common strategies and approaches to online learning. I’ve met people with master’s degrees and doctorates in distance learning or online learning that have also presented a somewhat narrow view of what it means and looks like to design or facilitate online learning experiences. There is a common vocabulary and perspective, but again, that is still only a small slice. There are thousands of models and approaches, and new ones are emerging all the time.
Online Learning Expert Myth #3 – Best practice is always best practice.
Education is changing. Learners are changing. What was best practice in dentistry in the 1800s is certainly not best practice today. What was best practice in online learning 5 or 10 years ago may not necessarily be best practice today. This is a field that is evolving quickly and that means constantly looking and learning from the new developments. I’m not just talking about the technological developments. I’m also talking about the new models, strategies, approaches and frameworks that are developing from expected and often unexpected sources, which leads me to the next myth.
Online Learning Expert Myth #4 – Experts and luminaries are leading the way and we need to follow them.
There are many well-known figures in the distance and online learning world. We can learn from them, but they are not the only groundbreakers. There are people joining the online learning space every day, some with little or no prior knowledge or experience. Sometimes they have no familiarity with the research literature but they are doing online learning, and some are doing it exceedingly well. People are learning and highly satisfied with what they are learning.
This is common in innovation. People outside the standard discourse or community sometimes bring fresh approaches and perspectives ignored or missed by the “experts.” That is why a commitment to moving the field forward means including and learning from these helpful and passionate newcomers. Some of them may be your boss some day soon. There are many Salman Khan -like people out there who are doing great work and helping us discover new possibilities. Most of them are not know names like Khan, so it takes some persistence and searching to find and learn from them.
Online Learning Expert Myth #5 – There are certain steps or recipes to good online learning. Follow them for the best results.
Steps, guides, tutorials, and online design or teaching recipes have a place. However, they often represent proverbial truth, not some absolute bible to guide your way. This is where some in the filed can become too mechanistic in their sure recipe to cooking up the best online course. I’ve used many of them with great results. At the same time, some of my greatest successes have come from tweaking them or even setting them aside altogether. For the sake of those coming after you, when you do starting building your own recipes, record what you do and how it works so the rest of us can learn from your experimentation.
This ultimately goes back to my common birdhouse analogy. How do you build a birdhouse? If I ask you that, you are likely to list necessary materials like wood, a hammer, nails, a drill, and a saw. That is certainly one way to build a birdhouse, but there are thousands of other ways. I’ve seen people turn an old boot into a functional birdhouse. People do it with gourds, glass, old plastic bottles, and countless other materials. And the important fact is that these others can be as or more functional than the “traditional” birdhouse. This same thing is true when we start talking about designing and teaching online learning. Let’s continue to be open to new and emerging possibilities, not just because they come from some established expert, are found in the right publication, or are endorsed by a given organization. Let’s keep the doors to the future of online learning design and teaching open, learning from anyone and everyone who joins us.