5 Ways We're Diminishing Learning by Assuming Face-to-Face Instruction Is Best

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5 Ways We're Diminishing Learning by Assuming Face-to-Face Instruction Is Best

• By Ruth Reynard 
• 09/02/09

It's interesting that face-to-face instruction is still the measure by which all other forms of instruction are evaluated. As the standard model of instruction for decades, it's often assumed to be the proven method, while other methods have yet to prove themselves. This assumption is not only misleading, but it might also be helping to diminish potential opportunities of better learning for our students.

As educators we know that many face-to-face meetings with students do not produce constructive outcomes, and many students struggle with this form of instruction. So why can we not see our schools opening up the possibilities for teachers and students and including more options as part of the mainstream? While individual teachers can experiment with online technology and new forms of delivery, it should be legitimized as an effective mainstream form of instructional delivery, rather than an alternative for a few students.

Assumptions That Prohibit Learning
Assuming that face-to-face instructional exchanges are always more effective is a dangerous assumption. Many teachers struggle with making classes relevant and interesting for students, and, more often than not, students are passive in the process rather than actively learning new knowledge. Most schooling is still based on preset standards and suited to specific testing in that preset area.

But true learning takes place when students are fully engaged in the process and actively developing their own ways of thinking and applying new knowledge in a meaningful context of use. Of course, not all online instruction provides this kind of opportunity either, but it simply cannot be assumed that online will be any less effective in this regard than face-to-face instruction.

To assume this is to encourage a lack of true measurement of learning in either mode.

In fact, recent studies have shown that using online technology and creating communities of learning through digital connections has proved to be more useful to learning than most face-to-face encounters. So making the assumption that face-to-face is more effective can become prohibitive for our students.

Indeed there are specific disciplines that perhaps more students do not focus on because they have never really understood how to think successfully in that discipline. For example, math is not only about the application of rules in varying situations and the correct formulation of solutions based on set tasks, but it is a way of thinking. Math is about logic and about understanding how the world connects and relates. Rather than waiting until those few students who do show enough focus make it through to graduate school, how about opening up the minds of school-aged children to begin thinking like mathematicians and be able to deduce, apply, and analyze in various situations? Again, while this does not automatically happen in any instructional setting, assumptions cannot be made either way. In fact, with more exploration, perhaps individualizing the learning of each student within a community of learners, as in a digital environment, might better produce the kind of thinking in our students that math teachers would love to see.

Teacher Preparation Using Ineffective Methods
Of course, the reality is that regardless of delivery mode, teachers must be educated in new and changing methodology in order to maximize opportunity. That is, teachers who see classroom management as a measurement of learning are in danger of missing the point. Additionally, online teachers who count posts are also missing the point. That point is that learning is much harder to achieve and is a dynamic and ongoing process; that the most significant skill we can teach our students is now to learn.

Often in an online environment, immediate contact with students and direct communication opportunities mean that teachers are more likely to understand their students' thinking and intervene in a relevant way that will support their learning progress. Again, making assumptions as to which mode of delivery is more effective does not address the central issues of teacher preparation and ongoing professional development in teaching effectiveness.

One of the greatest benefits of Internet technology in instruction is the public nature of the technology and the opportunity for publication and peer-review legitimization. Again rather than waiting for students to enter graduate school, why is it not mainstream to expect students at any age to publish their ideas in a specific context to a wider public anywhere in the world to see how their ideas are either legitimized or critiqued by peers? Training teachers to facilitate learning networks and to managing collaborative work is vital to effective teaching and learning in the digital world.

Lack of Funding and Resources
Not long into any conversation with a school administrator or teacher, one finds that the central challenge is usually funding. Funding, however, is prioritized based on what is accepted as best practice and what is mainstreamed in education. As long as online instruction is seen merely as an alternative for a few or is deemed to be inferior to a physically present teacher and student group, those priories will never change.

So how can we change this reality?

Those teachers who are the early adopters, those fearless teachers who have experimented with new technology and new teaching methods and who have been tireless in their pursuit of teaching excellence and learning effectiveness, should not be marginalized, as they often are, but should be encouraged. I would suggest that more school principals begin showcasing the good work that teachers are doing to school boards and communities. And I'd suggest that more teachers actively seek funding and be given time to write grants that will increase the possibilities for new methods and new modes of delivery to be integrated into the regular school experience.

Let us reclaim the idea of inquiry-based learning and learning for learning's sake.

Lack of Inclusion of New Technology
I would suggest that as long as we refer to certain technology as "new," we may not take it seriously, which, in turn, could limit its acceptability or force it to remain on the margins as "optional," rather than essential. It also reinforces the assumption that what is "old" (instruction without these certain kinds of technology) is well tried and true for students.

The reality is, however, that we still do not have real measures for learning or effective teaching in most schools because the system demands test scores, not learning assessment. Additionally, what is usually described as new technology is Internet-based technology, Web 2.0 tools, and various multimedia resources. The majority of our current students have already integrated social networking tools into their daily lives, use the Internet regularly, and experience multi- and mixed-media environments as a normal part of their world.

Even those students who may not have much personal wealth and who may see only public uses of technology still know what the purpose is and want access to the same technology more and more. Therefore this is not "new" but regular. And, therefore, as learning is an extension of social interaction and cognitive processes, we can engage students more effectively by integrating these technological tools rather than excluding them from the learning environment.

Measuring Inadequately
In thinking about measuring learning, we must think about the process of learning--the reality of the ongoing connections between content and students, and students and students, and students and teachers, and the connections to the wider context of use.

How can we measure that? As we have already discussed, it most definitely cannot be measured in a test of preset information. How can you measure the value of the instructional exchanges and connections and the effect on thinking and behavior? My sense is that rather than focusing teachers on better skills in test writing and grading, we might be better off teaching teachers how to observe within a given context, how to actively listen, and how to deduce knowledge from information. Only then can we hope to begin to measure the learning that is taking place.

We have some tools we use like journals (digital and hard copy) and blogs, wikis, and micro blogs, but do we really have teachers in general who truly observe learning? Or are teachers simply looking at task completion? Do we respect the minds of our students and take care of how they think and how technology can stimulate response and engagement, or are we simply waiting for some easy way to count and grade? While I do not propose a simple ready-made solution here, I do encourage more critical thought and exploration into the kinds of skills we need as teachers to understand the processes of learning and to measure them adequately.

Making any kind of assumptions about learning is, of course, dangerous and diminishes the possibilities for students precisely because what we think we know influences ongoing decisions and planning. New technology provides us with new possibilities; however, we are still facing a very old challenge of actually measuring the learning that is taking place regardless of delivery mode. What is particularly disheartening, however, is assuming we have already proved something we have not and basing ongoing decisions and practices on that assumption. It means that not only will we be slow to change, but students will lose out on what could happen if they were given the opportunity.

About the Author

Ruth Reynard is the dean of faculty services for Career Education Corp. She can be reached atrreynard@careered.com. 

Comments

Wed, Sep 9, 2009 Tony Hurst San Rafael, Ca

I don't know about the masses but I learn best face-to-face. If nothing else it keeps me from distraction. -Tony

Wed, Sep 9, 2009 

yes

Mon, Sep 7, 2009 Sue Minnesota

Do you believe this theory is the same for the adult learning?

Sun, Sep 6, 2009 Natalie Ferrera 

Very interesting and well written post. One of my projects for the summer is incorporating blogging into my units. I'm still working out the logistics, but I found an ebook at http://www.dedicatedteacher.com called "Blogging in the Classroom" that has been a big help to me in getting ready. Blogging is a simple way to promote discussion and publish student work, in an online environment that students are comfortable in, and I'm expecting it to be a great tool in my classes. Great post!

Sat, Sep 5, 2009 Mike McIlveen Ontario, Canada

Thanks for your insightful post. I've found that people often claim F2F is a better learning environment, without considering the advantages of the online environment. I think it's a moot point anyway since online will expand. The Ministry of Ed. in Ontario has made available over 114 online credit courses to secondary schools. Better or not, e-learning is coming in a big way.

Sat, Sep 5, 2009 Jeffrey L. Jones Lexington, KY

To lend some historical context, the essential point of this article (that we ask the wrong questions when we attempt to compare instructional delivery modalities) was pointed out over 25 years ago by Dr. Richard E. Clark, and fleshed out through his writings in the early 90’s. I have read and seen presented meta-analyses of comparison studies having “no significant difference” results many times. The problem with these studies in the K-12 context is that most of the research they include are absolutely wretched from a scientific standpoint – they are often funded and executed by entities with a vested interest in their outcome, and they do not reflect rigorous methodology. Nevertheless, I would agree that, as a body of research, comparison studies are of little value anyway - they tend to find no significant difference, and as Ruth points out, miss the point of educational research anyway.

Yes, traditional teaching circles have failed to take note. Unfortunately, it is often the advocates of technology use who have created much of the problem. Online interactive platforms have made a significant improvement in supporting inquiry-based learning and providing opportunities for community building and knowledge construction. But technology advocates are too busy chasing and trumpeting a specific tool (Twitter which replaced RSS/blogs which replaced LISTSERVs which replaced Usenet which replaced ordinary email, for example). The teachers who might use asynchronous online tools are intimidated and threatened, and shut down.

I would agree that the time has come to call for effective instructional practice which includes asynchronous online interactive tools. But educational technology folks need to get the same memo this article promotes, and stop the “bandwagon” wretched excesses of early adoption.

Thu, Sep 3, 2009 Anna Ontario, Canada

A very interesting post. I work in online education and have been enjoying great success with my students. Please visit http://skype-englishschool.com to see what we are all about. I can't believe how far we have come. I remember being the first family in my village to have a computer. Now nearly everyone has a computer or at least access one. Not to mention smartphones, I myself have just recently become addicted to my berry ! What I really love is all the new possibilities out there. I am an English teacher, living in Canada that through the wonders of technology can chat with anyone, anywhere in the world. Awesome

Wed, Sep 2, 2009 

I was once reminded in an IB training session that "technology" does not just mean computers, MP3's, cell phones, etc.; instead, technology can be defined as a tool that makes a task easier to complete. This was a paradigm shift for me, especially, when I had been working in a technologically "rich" school. Ever since, I have been quite impressed with how quickly my students can point out ways to enhance learning in the classroom-whether we have access to Smartboards or construction paper and markers. I believe our students take the cue from us. If they see flexible teachers who apply knowledge across the content area or areas they teach, then they often do the same.

Wed, Sep 2, 2009 Anne-Marie Gordon Western NY

As a teacher-librarian, it's my job to integrate technology into my lessons and into my school's curriculum. I've seen the interest and enthusiasm tech integration inspires in my students. However, the US Dept. of Education study to which you link actually says, "BLENDED learning is more effective than either face to face or online learning by themselves." It does not say that digital learning alone is superior to face-to-face instruction. Face-to-face instruction hasn't been the teaching model for decades. It's been the teaching model for thousands upon thousands of years. It is still the superior choice for many skills. And since the studies show that a blend of tech and face-to-face instruction is what will give my students an edge, that's what I will continue to offer.

Wed, Sep 2, 2009 Mark Inglis Arvada, CO

We all make assumptions. We are a categorizing animal. That's how we make sense of the world. Our evolutionary success is not based on the accuracy of our assumptions, but on their adequacy to describe and respond to the world in a life saving way. The most helpful posts I see are those that point to a new, more adequate paradigm, with evidence that it works behind it. The "old" is not clung to because it's old (well...maybe by some), but because, as Reynard says, it HAS worked, which is not to say it DOES work. So, let's not simply say "STOP", rather let's point to something that replaces the old assumptions with a new paradigm. They do exist.

Wed, Sep 2, 2009 Jonathan 

In my view, this issue of "old" versus "new" is a false paradigm as there should always be a blend of teaching approaches as new media emerge. Ruth, it is to your credit that you point out how important it is to focus on the students and their learning and development as that is true education is all about! Jonathan Ruttenberg, Co-Founder, www.laptopsanytime.com

Wed, Sep 2, 2009 Ed Allen Springfield PA

Ruth, a very well written and presented post. You are correct, the technology we refer to as "new" is not new to our students, just to our schools. In many cases it is not even present in our schools. Jus thinking about what i have learned simply from twitter, it is clear to me that my personal learning network there has been better than face to face. The issue is, as the previous comment states, that it appears that those who have the ability to effect widespread acceptance are completely tied to old models of instruction and assessment. But we can't give up hope.

Wed, Sep 2, 2009 James Mecklenburger Clearwater, FL

Yes! Now how do we get this clear thinking article into the eyes and mind of Arnie Duncan, Barack Obama and others who have the bully pulpit to shape how people think about education--and who spend a great deal of money mainly to reinforce all the customs of schooling?