Gabriel Luz 1 Gabriel Luz Bashar Al Hariri ESL 1110-801 Date:10/20/2024 Graham, T. A. (2001). Teaching child development via the internet: Opportunities and pitfalls. Teaching of Psychology, 28(1), 67-71. In her article, “Teaching child development via the internet: Opportunities and pitfalls” Graham (2001) explores the opportunities and challenges of using the internet and online platforms (specifically Blackboard Course Info) to teach a child development course. With the growing demand for distance education, she explains how this format allows students to access the course material flexibly, according to their personal schedules. Graham identifies several pedagogical goals and content strategies, such as providing lecture notes, assignments, and activities designed to enhance critical thinking. One of her main aims was to maintain interactive elements like traditional classrooms, such as encouraging small group discussions, larger group discussions, and one-on-one communication with the instructor through online tools like discussion boards and email. Despite the absence of face-to-face interaction, she believes these tools helped facilitate meaningful learning experiences. In terms of course implementation, the 5-week child development course used Blackboard to deliver the content. This platform offered various features, such as virtual chat rooms and content folders, enabling students to access course material and participate in discussions at their own pace. Graham highlights the flexibility of the platform, which allowed her to tailor the course to the student's needs and improve engagement. Regarding the trends in distance education, Graham points out that the rising popularity of distance learning has led many universities to adopt technologies like online platforms and teleconferencing. This shift opens up educational opportunities for students who might otherwise have scheduling conflicts with traditional in-person classes. Gabriel Luz 2 However, there were some challenges and pitfalls associated with the online format. Students missed the social aspects of traditional classrooms, and technical difficulties, such as slow internet connections, affected some students' participation. Additionally, some students mentioned that they did not receive immediate feedback, even though Graham checked her email frequently. She also notes that the lack of strict start and end times for the online course made it hard for some students (and herself) to manage their time effectively. In conclusion, Graham highlights that while online education offers unique opportunities for flexibility and enhanced learning experiences, it is not without its pitfalls. She encourages educators to carefully consider the technological capabilities of their students, and the potential trade-offs involved in transitioning to a virtual classroom. Ultimately, she believes that with careful planning, online courses can successfully meet educational goals and provide valuable learning experiences for students.
