Blog post #8
For the week’s content on foundations of online & open ED: terminology, theories & inclusive practice, the video completely changed how I think about modality in education. Before watching it, I honestly assumed courses were either face-to-face or online, maybe with a blended mix in between.
What stood out to me first was how much the terminology has shifted. Words like hybrid, blended, and multi-access get thrown around, but they all mean slightly different things depending on the institution. The idea that āanytime you choose a mode, you marginalize someoneā I found really interesting. Different groups of learners have totally different needs, and a single rigid modality can unintentionally exclude them.
I also found it interesting how learner preference isnāt as straightforward as people assume. I always thought most students preferred in-person classes, but the data showed that a huge number actually want some sort of mix or even fully online options. I didnāt realize how much external factors shape someoneās ideal learning setup. It made me reflect on how privileged the ādefaultā face-to-face model really is.
One thing I appreciated was the emphasis on community building. Even online, people still want some form of connection. Hearing about how pods formed genuine friendships reminded me that good design matters more than the mode itself. I myself have met people that I am still friends with from EDCI pods in previous classes due to the continuous communication you have over the semester.
Overall, this week helped me understand that modality isn’t just a delivery method, it has real impacts on accessibility, equity, and student wellbeing. It made me think a lot more critically about what flexibility actually means in education.
Photo: unsplashed –Ā https://unsplash.com/photos/person-in-red-shirt-wearing-black-and-gray-headphones-Y8TiLvKnLeg