Principles & Application of Online Learning
Research
Learning Environment
What is Online Learning?
In my Online Technology in Education course with Francois 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” will apply 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 for learning including flexibility and freedom from time and place. They also enable users to connect to a community they may not have encountered otherwise. 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).
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. The differences between asynchronous and synchronous course delivery and the effect on language learning is the main theme of my Curation Assignment artifact from my Special Topics: Computer Assisted Language Learning course.
Benefits of Asynchronous Learning:
Drawbacks of Asynchronous Learning:
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
Drawbacks of Synchronous Learning
What is Online Learning?
In my Online Technology in Education course with Francois 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” will apply 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 for learning including flexibility and freedom from time and place. They also enable users to connect to a community they may not have encountered otherwise. 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).
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. The differences between asynchronous and synchronous course delivery and the effect on language learning is the main theme of my Curation Assignment artifact from my Special Topics: Computer Assisted Language Learning course.
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 in recorded, there is a record of everything that occurred in the course. This is a useful resource for reviewing material, and assessment.
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).
Toward a Theory of Online Learning
I am obligated to include Anderson’s “Toward a Theory of Online Learning” in my literature review because it surfaced in both my Online Technology in Education and Leadership and Technology courses. In this chapter Anderson assesses how people learn based on Bransford, Brown, and Cocking’s (1999) How People Learn, Brain, Mind, Experience, and School (which has been discussed in my Students and Technology theme), and how the web can enhance these learning contexts. Finally, Anderson presents a model of e-learning (2004).
According to Bransford, Brown, and Cocking (1999) effective learning environments are “framed within the convergence of four overlapping lenses. They argue that effective learning is learner centered, knowledge centered, assessment centered, and community centered” (Anderson, 2004, p. 35). I have created a chart showing a description of the pillar and online learning “web affordances”.
Learning Theory
Andragogy
Though Andragogy appeared in my Educators and Technology theme, I have included it here in its application to online learning because after learning about adult learning principles they strongly influenced the design of online learning in my Analysis and Synthesis artifact from Principles of Learning, Technology Integration paper from Technology and the Curriculum, and Online Learning Literature Review from Research Methods in Education.
In “Evaluation and Application of Andragogical Assumptions to the Adult Online Learning Environment”, Blondy finds that andragogy principles are an ideal starting point for instructional approaches in adult online learning (p. 116), and performs a thorough analysis of their implications, noting that creating an online environment that meets the needs of adult learners is no easy task (118). Below I have pulled out some specific examples from the article that can help to firm a vision of what online learning should look like according to Knowles principles of Andragogy.
Self-Directed – Though adult learners need to be actively involved in decision affecting their own learning, Knowles advocates for collaborative learning, not seclusion or individual work. In online learning students should “establish their own learning goals and activities within the course objectives” (p. 118). The curriculum must focus on process, not content. Instructor is a facilitator helps establish a safe environment of mutual respect (p. 118). What is looks like:
- Clear communication by instructor at start of course informing students of their responsibility to identify specific personal learning goals and preferred learning activities.
- Ask questions and encourage use of previous experience, connection of task to learning goals etc. Maintain communication with learners to assess self-directedness.
- Clear syllabus with core expectations and facilitator contact information
Experience – Adults play different roles in society and thus have experience that serves as a valuable recourse for both learners and facilitators (p. 121). Prior experience could also negatively affect learner in the form of “preconceived notions about reality, habitual ways of thinking and acting, and prejudices” (p. 121).
- Curriculum must foster sharing of experiences by way of group projects and interactive discussions. Course content must evolve according to course participants.
Readiness to Learn – Often, life events (i.e. job loss, divorce) cause adults to need to learn something new. Knowles believed that though learning is primarily done out of necessity, the experience should also be pleasurable. For this reason it is important to combine both personal and organizational needs (p. 123).
- Instructor must help learners identify their learning needs because those needs should be the central focus of the course. Resources must be made available to support needs (i.e. online library access, help lines, counseling, technical support) (p.124).
Problem Oriented – According to Knowles (1984), adults pursue learning because they need to immediately apply their learning to life situations (Blondy, p.125).
- Online learning curriculum must be process based to allow learners to develop content in accordance with their own needs.
Internal Motivation – Knowles (1984) believed that adults are motivated internally, by resulting increases in self-esteem, self-actualization, and recognition. Adults are motivated to succeed when they are recognised and appreciated (Blondy, p. 126).
- Acknowledge learning contributions weekly or more often (p. 126).
Differentiated Instruction
This learner-centered instructional design method involves giving students different avenues for learning content by individualizing instruction (Baldwin, 2010). 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).
References
Anderson, T. (2004). Toward a theory of online learning. in T. Anderson & F. Elloumi (Eds), Theory and practice of online learning (p. 33-60). Athabasca, AB: Athabasca University. September 12, 2012 @http://cde.athabascau.ca/online_book/ch2.html
Baldwin, J. (2010). Differentiated instruction. In T. Hunt, J. Carper, T. Lasley, & C. Raisch (Eds.),Encyclopedia of educational reform and dissent. (pp. 273-275). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.proxy.queensu.ca/10.4135/9781412957403.n120
Bransford J., Brown, A., & Cocking R. (1999). How people learn: Brain, mind, experience, and school. Retrieved October 17, 2013, from National Academies Press website: http://www.nap.edu/openbook.php?isbn=0309070368
Bush, G. (2006). Differentiated Instruction. School Library Monthly, 23(3), 43-45.
Cullata, R. (2011). Innovative Learning: Instructional Design. Retrieved from: http://instructionaldesign.org/theories/index.html
Hiltz, S. R., Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40(9), 44-49.
Hrastinski, S. (2008). Asynchronous & synchronous e-learning. Educause Quarterly, 4, 51-55.
Reushle, S., Mitchell M., (2009). Sharing the journey of facilitator and learning: Online pedagogy in practice. Journal of Learning Design, 3(1), 11-20.
Baldwin, J. (2010). Differentiated instruction. In T. Hunt, J. Carper, T. Lasley, & C. Raisch (Eds.),Encyclopedia of educational reform and dissent. (pp. 273-275). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org.proxy.queensu.ca/10.4135/9781412957403.n120
Bransford J., Brown, A., & Cocking R. (1999). How people learn: Brain, mind, experience, and school. Retrieved October 17, 2013, from National Academies Press website: http://www.nap.edu/openbook.php?isbn=0309070368
Bush, G. (2006). Differentiated Instruction. School Library Monthly, 23(3), 43-45.
Cullata, R. (2011). Innovative Learning: Instructional Design. Retrieved from: http://instructionaldesign.org/theories/index.html
Hiltz, S. R., Wellman, B. (1997). Asynchronous learning networks as a virtual classroom. Communications of the ACM, 40(9), 44-49.
Hrastinski, S. (2008). Asynchronous & synchronous e-learning. Educause Quarterly, 4, 51-55.
Reushle, S., Mitchell M., (2009). Sharing the journey of facilitator and learning: Online pedagogy in practice. Journal of Learning Design, 3(1), 11-20.