Artifact: Analysis and Synthesis paper
|
Artifact: Technology Integration paper
|
Reflection & Research
Key ideas: Web affordances, How People Learn, online learning environment
I have often reflected on the organization and effectiveness of online learning environments, usually prompted by my own frustration while participating in them. In my Online Learning Literature Review artifact, I begin my discussion with the assertion that the same principles apply to online environments as to in-class learning. Framed this way, the research suggests that learning online is the same as learning in-class, just better or worse to some degree (i.e. I note that online learning can “ offer extended and ‘hands-on’ opportunity for engagement and interaction with knowledge resources”). In all of my courses I have questioned this assumption, believing instead that though general learning principles still apply, online learning offers something that traditional classroom learning can’t.
I set out to describe what learning online should look like (and continued in this attempt in my Analysis and Synthesis Paper, and Technology Integration Paper Artifacts), and though I do believe I learned a lot about the nature of learning and potential of online delivery methods, I never fully achieve this goal. I believe the next step for my learning in this area is to apply my learning. With more experience I would move toward transformational use of technology in online learning. This July in summer school I should get the opportunity to do so, even if in limited ways.
The general reaction from people when I describe the delivery method of UOIT’s M.Ed is a negative one. No one doubts the quality or value of the designation, but most lament the delivery method as tedious and frustrating. This is a perception I wish to change.
Learning Environment
What is Online Learning?
In my Online Technology in Education course with Dr. Desjardins, we explicitly examined online technology and online learning. In subsequent courses, I chose to apply my learning about Prinicples of Learning, Research Methods, and Special Topics: Computer Assisted Language Learning to online learning. In my artifacts I explore different elements of online learning. In order to discuss the many facets of online learning presented in my artifacts, it is important to understand what I mean when I refer to “online learning”.
For the purpose of my portfolio, the term “online learning” applies to learning that occurs online, through technology. It can be synchronous, or asynchronous, but because my artifacts focus on credited, formal, instructor-led courses and online learning “environments,” these will be the focus of my literature review.
Online learning offers many benefits including flexibility and freedom from time and place. It also enables users to connect to a community they may not have encountered otherwise. These are some of the reasons that I chose the M.Ed at UOIT. I was not able to take time off work to be a student fulltime (in the traditional campus-based sense) as some of my friends had done to complete their degrees, and other programs were blended, which still require some in-class time. Also, UOIT was the only program that offered a M.Ed in an area that interested me. For me, I would either attend UOIT, or not complete my masters.
The program at UOIT connected me to other educators like myself, who were driven and passionate, but not willing or able to sacrifice livelihood and income. This collection of students were ideal for collaborative learning because compared to offline communities, “computer-supported communities tend to be larger, more dispersed in space and time, more densely knit, and to have members with more heterogeneous social characteristics but with more homogeneous attitudes” (Hiltz & Wellman, 1997, p. 44). Online learning uses computer-mediated communication (CMC) which can “enable people with shared interests to form and sustain relationships, and communities” (Hiltz & Wellman, 1997, p. 44). CMC includes email, bulletin boards and news groups, synchronous chat systems, computer conferences systems, group decision support systems, and homepages (1997, p.45). Despite the assumption that online learning offers fewer opportunities to connect socially, online I have gotten to know many more of my classmates, and kept in touch with them longer, than I ever have in campus-based experiences. Because of the available CMC tools, the quality of those interactions is also superior. The potential of web 2.0 and online learning for Computer Assisted Language Learning is the topic of my Special Topics Curation artifact.
Asynchronous Learning
Asynchronous Learning is a student-centered approach to learning based on constructivist learning perspectives, where learning takes place outside of real time. In asynchronous learning, online resources are combined with self-study and asynchronous interaction to promote learning. As I mentioned in my introduction to this portfolio, my experience with asynchronous learning is partly what led me to this program, and began my interest in this area. Though the synchronous/combination approach used in the M.Ed program has been ideal, I found asynchronous courses for additional teaching qualifications and Human Resources useful and effective in different ways.
Benefits of Asynchronous Learning:
- Flexible – gives students freedom to access course when and how they choose
- Accessibility – because time and location are flexible, more types of people from different places can engage in learning
- Interactivity – asynchronous online learning allows learners to interact with other participants without interruption or considerations of time.
- Confidence – some learners may feel more comfortable recording or typing their responses rather than speaking in real time. This allows more careful preparation and consideration, less pressure.
- Design – though designing an asynchronous course may take the same amount of time as any other, courses delivered this way reach more students, saving time and making them more effective.
- Record Keeping – because all content and discussion is recorded, there is a record of everything that occurred in the course. This is a useful resource for reviewing material, and assessment.
In my asynchronous courses I was able to complete course work on my own schedule which allowed me to avoid time conflicts between courses. For asynchronous parts of my UOIT courses I enjoyed presenting seminars and facilitating discussions in Blackboard in which my classmates had more time to consider their responses and suggest additional resources. Personally, I find that scrolling back to re-read a discussion is much more convenient than watching a recording of a synchronous class to review concepts or recall discussions.
Drawbacks of Asynchronous Learning:
- Costly - course development and infrastructure can be time consuming and expensive.
- Technology support – support must be available for technical issues as well as training users.
- Access - to participate in online learning participants must have access to computer and internet, and the skills required to participate.
- Isolation – participants might not feel like part of a community, which is essential for collaboration (Hrastinski, 2008, p. 53).
- Discussions – difficult to get discussions going with few participants
Synchronous Learning
Synchronous online learning refers to real-time computer mediated communication that uses video, audio and text for online learning. Instructors and participants must meet online at the same time in order to participate.
Benefits of Synchronous Learning
- Learning communities – more social, conversations are in real-time
- Motivation – increased psychological arousal by observing facial expressions and body language, i.e. “natural media” (Hrastinski, 2008, p. 54).
Drawbacks of Synchronous Learning
- Time – discussions are limited by meeting times
- Distraction – due to the more social nature, participants spend time discussing topics other than course work
- Quantity, not quality - students have to type or say something quickly, before someone else beats them to it, affecting the quality of comments and discussions (Hrastinski, 2008, p.54).
My time in the M.Ed program has well prepared me to learn and teach online, and armed me with numerous tools for any role in an online learning environment. I continue to learn even as I complete this portfolio using Weebly, an excellent online education tool. Table 3 comes from an article I discovered while completing my Curation artifact. It presents the author’s conclusions about how best to use synchronous and asynchronous learning. This program has allowed me to experience and experiment with these ideas which will be infinitely useful in my teaching practice. My approach to curriculum has completely changed since beginning this program. I have always wanted students to be creative, but realize that I limited their ability to do with by employing traditional approaches without critical reflection.
Before:
These points are those that immediately come to mind when I imagine setting out to plan a lesson now, compared to how I might have in the past. The research for this section has been pulled from all areas of my program to illustrate in more detail what I know about learning and teaching online.
Before:
- Look for prepared lessons and units to use without augmentation
- Use prepared examples from textbooks
- Use majority paper and pencil tasks
- Give little thought to learning theory, focused on meeting curriculum expectations
- Teacher centered – I speak, they listen, high value on note taking, content transmission
- Expected creative and insightful student responses, but did not allow flexibility
- Begin with desired outcome while planning
- Seek out current resources, consider them critically – students participate
- Present information in new and interesting ways – students participate
- Consider student motivation and interest, learning theory
- Foster student-centered learning, collaboration
- Focus on authentic tasks and real world applications
These points are those that immediately come to mind when I imagine setting out to plan a lesson now, compared to how I might have in the past. The research for this section has been pulled from all areas of my program to illustrate in more detail what I know about learning and teaching online.
Differentiated instruction does not mean that every student is learning different content, but it acknowledges that students have individual learning styles, motivations, abilities, and therefore, readiness to learn (Bush, 2006, p. 43). Carol Ann Tomlinson identified three components of classroom instruction that can be differentiated: content, process, and product. Differentiation is based on student readiness, interest, and learning profile (Baldwin, 2010).
Marc Prensky
Prensky (2000) argues that different learning outcomes are best learned through certain types of activities. In Technology and the Curriculum we considered Prensky alongside every topic we discussed. Prensky (2000, p. 156) states that we all learn:
Prensky (2000) argues that different learning outcomes are best learned through certain types of activities. In Technology and the Curriculum we considered Prensky alongside every topic we discussed. Prensky (2000, p. 156) states that we all learn:
- behaviors through imitation, feedback and practice;
- creativity through play;
- facts through association, drill, memory, and questions;
- judgement through reviewing cases, asking questions, making choices, and receiving feedback and coaching;
- language through imitation, practice, and immersion;
- observation through viewing examples and receiving feedback;
- procedures through imitation and practice;
- processes through system analysis, deconstruction, and practice;
- systems through discovering principles and undertaking graduated tasks;
- reasoning through puzzles, problems, and examples;
- skills though imitation, feedback, continuous practice, and increasing challenge;
- speeches or performance roles through memorization, practice, and coaching;
- theories through logic, explanation, and questioning.