“Open(ness)” has become a keyword in the context of education, the theory and method of delivery Education have shifted a lot in the past several years.  Reading “On the role of openness in education: A historical reconstruction” has pointed out that, student-driven education has started from the late middle age (Peter & Deimann, 2018). From the 17th century, open teaching and self-education start taking an important place in learning where people could more easily get access to knowledge and information they want to learn (Peter & Deimann, 2018). In the 20th century, education has continuously “open” and aimed for everyone to have access to knowledge. The format of learning has shifted from Open Educational Resources (OER) to videos to blog and later, MOOC has become popular for self-education. The shift of education format has also led the shift of learning style, there are 3 topics has been discussed through readings about teacher-centred vs student-centred education, Asynchronous vs Synchronous learning, connectivism in education.
Teacher Centered vs Student Centered
Teacher centred learning is leading by a teacher, where he/she tells the student what to do. On the other side, student-centred learning is more student-driven where the teacher is acting a support role to guide the student to learn.
In the article by Crosslin (2018) has discussed as MOOC has been introduced in Education. Teacher centred method of teaching has more limitations in this learning environment. Since MOOC class usually has thousands of learner’s access from all over the world. It is not possible for an instructor to provide 24/7 support and guidance to all students. The nature of student-centred learning become more fit for MOOC. The design of the class will need to be more focusing on how to guide the learner to learn by themselves and from each other.
Through my learning experience, EDCI classes are the most student-centred learning method. Usually, instructor provides resources and guidance for students to learn and help encourage student conversation online for them to learn each other. Meanwhile, traditional lecture class is a more teacher-centred learning method where students highly rely on instructor’s lecture knowledge. I personally think university class should combine two methods together in teaching. In that way, the student will learn method of how to learn by themselves and get knowledge and support from the professor.
Asynchronous vs Synchronous
In Crosslin’s article, he also has discussed the asynchronous and synchronous learning. Traditional lecture class is a very typical synchronous learning where the learner will “meet each other and instructor in real-time and in the same space” (Crosslin, 2018). Usually online courses can represent an Asynchronous class where students learn at their own space and pace. However, in my learning experience, these two methods have been combined in my university life. After we finished the lecture learning, usually we will have group work where student working together asynchronous to finish one project together. Synchronous are very fit for university class but asynchronous learning methods will provide convenience for students who want to learn extra skills after graduation or who don’t have time fore, traditional class.
Connectivism
With the shift of learning method from teacher-centred to student-center and from asynchronous to synchronous, connective between learners are become more important in learning. However, the connectivism in education can be expended wider where to connect instructors or learner with other experts in the field of knowledge. Student gets to learn how to work with others through group learning activities.
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Reference
Crosslin, M. (2018). Basic Philosophies of Distributed and Open Learning. https://uta.pressbooks.pub/onlinelearning/chapter/chapter2-basic-philosophies/
Connectivism: A Learning Theory for the Digital Age. Siemens, G. (2005). International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from https://edtechuvic.ca/edci339/wpcontent/uploads/sites/5/2020/01/Connectivism-A-Learning-Theoryfor-the-Digital-Age.pdf
Peter, S., & Deimann, M. (2018). On the role of openness in education: A historical reconstruction: Open praxis, vol. 5 issue 1, January–March 2013, pp. 7–14. Distances Et Médiations Des Savoirs, (23) doi:10.4000/dms.2491
Weller, M. (2018, July 2). Twenty Years of Edtech. Retrieved January 27, 2020, from EDUCAUSE Review website: https://er.educause.edu/articles/2018/7/twenty-years-of-edtech
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