is the title to this video by Dr. Michael Wesch and the students of Introduction to Cultural Anthropology, Class of Spring 2007 at Kansas State University:
which presents a question about how to effectively employ web technology in the classroom.
I have been looking at studies and reports related to community colleges and have been really surprised by some of the information that I have found.
For example, in Building a Culture of Evidence for Community College Success: Early Progress in the Achieving the Dream Initiative [pdf] , in the community colleges that were studied, it is reported (at 18, pdf at 44) that:
On average, slightly more than one in ten students at these colleges earned a certificate or an associate’s degree after three years.
In Using Longitudinal Data to Increase Community College Student Success: A Guide to Measuring Milestone and Momentum Point Attainmentthe Washington State Board for Community and Technical Colleges (SBCTC) found (pdf at 8):
… for students who enrolled exclusively in college-level classes. … Slightly more than one-fourth (10,423 of 41,339) of all college-level students achieved any milestone within five years.
But wait, there’s hope:
From the introduction to “Students’ evaluations of the use of e-learning in a collaborative project between two South African universities,” by Poul Rohleder, Vivienne Bozalek, Ronelle Carolissen, Brenda Leibowitz and Leslie Swartz, The International Journal of Higher Education and Educational Planning, 20 August 2007:
Amongst the claims and acclaims made about the virtues of e-learning, Johns (2003, p. 431) ascertains that they can be divided into five categories:
1. Material is made more accessible to learners who can log on at any time which suits them.
2. Web-based material offers the opportunity for learners to explore those areas of the work they find difficult to understand, spending as much time as they wish to with these materials.
3. Web-based material can provide bridges between theory and the world of practice through, for example, organisational sites of social service practice on the web.
4. Web-based learning offers more opportunities for active learning, where students would engage with materials rather than passively receiving knowledge from lecturers.
5. This type of learning offers opportunities for learning activities such as problem-solving and information-gathering skills, and, from a pedagogical perspective, being conducive to ‘‘deep learning’’ rather than ‘‘surface learning’’.1
And that’s not all: