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Online Tutored Schoolrooms: The Rise & Fall Of Group Instruction by David V. Anderson July 23, 2010. Before group instruction: Tutoring Age-based group instruction: It’s flawed Self-paced schoolrooms: In history Distance learning: Television and online
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Online Tutored Schoolrooms:The Rise & Fall Of Group Instructionby David V. AndersonJuly 23, 2010 • Before group instruction: Tutoring • Age-based group instruction: It’s flawed • Self-paced schoolrooms: In history • Distance learning: Television and online • Tutoring efficiently: Combining what works • Milestones: Anywhere – Anytime - Anything
History of Age-Based Group Instruction In a Western context: In Reformation, Calvin, Luther & Zwingli wanted it, As universal literacy was a goal of the Reformation. Group instruction was affordable. Tutoring was not. Age-based instruction became common in the 16th century, Particularly in Protestant lands such as Prussia. Educator Horace Mann & others copied Prussian ideas.
Brief History Of Self-Paced Schoolrooms Bell & Lancaster developed the “Monitorial” schools circa 1800. These were very low-cost private schools In England & America. One “paid” teacher managed roughly 200 “self-paced” students. Dozens of Monitors each led small courses of roughly 10 pupils. Monitors were advanced students provided low cost incentives. Pupils moved to a new course as the previous one was mastered. The age of a student was not a factor in placing a child. Yet, age-based schools thrived & monitorial schools did not.
William Shearer Developed Pliant Grading In 1895 Shearer claimed, that “under the usual plan” he found: Those double-promoted are pushed too far ahead. Those retained are held too far back. Under Shearer’s Pliant Grading (self-pacing) plan: Academic terms were as short as one month. Children were promoted or not monthly. Several “pacing” groups were in each schoolroom. He claimed, “Ninety Per Cent Gain Time.” Successful, yes, but was awkward administratively.
Low NAEPProficiencies Indicate Pervasive Social Promotion Typically, NAEP proficiencies range between 20% and 40%. It suggests that over half are promoted when sub-proficient. We define social promotion as promoting the sub-proficient. Historically, retention has been a remedy for low proficiencies. Bad side effects of retention can discourage its use in practice. An age-based system, by definition, performs social promotion. A proficiency-based system, by definition, has none. Little social promotion in Lancastrian or tutor based systems.
Distance Education: Anywhere Early examples: Correspondence courses and radio courses. Our most relevant experience begins with televised instruction: One physics professor teaches 100,000 students in 1957. Before satellite TV courses there were airborne varieties. Many pilots, though successful, are not continued. Ability to replay pre-recorded courses was a key milestone: Courses on tape and DVD began the “Anytime” era. Portable Content: Anytime
1957 Television Physics Professor Harvey White’s High School Physics Course White, PBS & The Ford Foundation produced the 163 lessons. Class teacher was ≈ tutor. Prof’s wages cheap per pupil. Labor productivity up 4X? Rehearsed, polished, compelling. I know. I was one of 100,000 pupils. I later became a physicist.
Imagine this: A DC-6 airliner at 23,000 feet broadcasting K-12 courses for six hours each day. But the FCC said “No” to more channels. And politics limited levels of participation. MPATI operated from 1961 – 1968. Now geo-stationery satellites do some of this. The Midwest Program On Airborne Television Instruction
The Web Reaches: Anything Distance learning from content- anything- on the Internet. Augments the pre-existing anywhere,anytime capabilities. Synchronous two-way audio/video communications. Remote robotics for laboratory experiments. Low cost content and instruction. Often it is free. An unparalleled amount of content (anything) is accessible. A facile interface for tutors working with students.
Blended Tutoring Tutor manages the student’s learning environment. Student is provided hardcopy content as well as e-content. Student learns primarily online & from hardcopy content. Tutors on-site and remote tutors provide real time help. Automated “cyber tutors” perform some routine tasks. Practice and proctored testing is conducted online. Students master courses and receive certifications for them.
