A Quartz article that claims (accurately) that p-learning bootcamps dominate for those learning programming and other technical skills and (inaccurately) that the reason for that is that e-learning is much less engaging. In fact, there’s a sneaky and almost unnoticeable sleight of hand here, because what is actually claimed is that online learning can be less engaging and, based on that indubitable fact, extrapolates from the particular to the general, asserting that all online learning suffers the same way.
Yes, there is a lot of rubbish online learning and, in fairness, even a well-evolved establishment like Athabasca University has some of it, at least for some people some of the time. But that’s not at all surprising because every university (online or not) presents the same problem and, if you are trying to make a single learning design work for everyone, you are sure to make it too complex for some and too boring for others (personalization technologies and intelligent personal learning designs notwithstanding). Athabasca has a lot less of it thanks to its extremely rigorous quality assurance processes, but it would be crazy to imagine that everything it does is perfect for every learner at every time, as much as it would be crazy to imagine that everyone at a bricks and mortar institution gets a wonderful learning experience every time. Crazier, in fact.
The thing is, it ain’t what you do, it’s the way that you do it, that’s what gets results. It’s not that online learning is less effective (countless studies prove otherwise), it’s simply that it tends to be done in a way that gives control and flexibility to learners. The immersion of physical bootcamps does have one major and very distinctive benefit: that it pulls people out of everything else and forces them to engage for a lot of hours in the day. The ‘bootcamp’ part of it ensures that they are well and truly immersed, with no way to back out apart from backing out completely It’s not that the learning experience is any better – very far from it in most cases. Most bootcamps I have seen use inane pedagogies that would not pass muster even in a conventional university, let alone somewhere like Athabasca University that actually pays attention to such things. It’s just that people are there and they have to do stuff (a lot of social pressure is involved, as well as loss-aversion) so they wind up learning a lot simply because they put in the hours, and that happens simply because they are enrolled on a bootcamp and cannot get away.Not dissimilar to the ways traditional universities work, as it happens, just a lot more intense.
Online learning gives people more choice and greater control so, if they are not innately fascinated or they have not very single-mindedly put aside enough time then, of course, they wind up learning less quickly because they put in less time over a longer period. Duh. It’s not rocket science. This is not about teaching effectiveness or smart learning designs, it is simply about stopping people from being distracted and doing other things. The solution, if a solution is needed, is for online learners to block out the time and drop the distractions. I can imagine plenty of learning designs for online learning that would make that happen – simply making it real-time and using smart tools for desktop sharing, real-time interaction, and monitoring of progress would achieve much the same results, as long as the ground rules are fully understood by all concerned. I was at a conference the other day that did pretty much that. Such an approach doesn’t happen much, of course, for all the reasons people go for online learning in the first place, inasmuch as such methods take away the control and flexibility that make it so appealing. On the other hand, perhaps there is a place for such techniques. It seems there is a market and, as long as expectations are carefully managed (you don’t distract yourself with reading emails and engaging in social media, you pledge to be available, you block out your calendar) it might work pretty well. But why bother? Seems to me that online learning is better precisely because of the control it gives people. If they need extrinsic motivation to force them to learn then that’s the problem that should be solved before enrolling on any courses, and it will do them a world of good in many other situations too.
Address of the bookmark: https://qz.com/1064814/the-awkward-irony-of-not-being-able-to-take-a-good-coding-bootcamp-online/