group 2 treastie paper - 44 views
started by Beth Summerhill on 03 Apr 09
started by Beth Summerhill on 03 Apr 09
started by Beth Summerhill on 03 Apr 09
started by Beth Summerhill on 03 Apr 09
ETC 677
April 5, 2009
Group 2
MJ Hall
Jeanette Layton
Beth Summerhill
Abstract
In this paper we discuss various topics relating to online learning. With the advancing technology learners are turning to the online learning environment. This paper will discuss with online learning who are the stakeholders dealing with the evolving world of technology; as well as provide a background of online learning. With learning online there are a variety of authoring tools being utilized to provide students with content as well as support with their online learning environment. This paper will discuss the different types of online learning tools as well as the essential elements of an online learning system. The paper will also discuss about current research about pedagogical models and instructional strategies of online learning as well as distribute learning.
Introduction
Education is the process of acquiring knowledge. Education can be done from every corner of the Earth. Traditionally, education has been in a classroom with an expert, called a teacher, giving students of all ages the knowledge that they need. However, since the inception of technology, especially computers, education has evolved into something more than a teacher and four walls. In the past few years online learning has become a large part of the educational institutions. A large majority of people use and rely on this type of education; it is a new wave of learning.
Online Learning
What is online learning? Online learning is just that, learning from the Internet, or online also known as e-learning. Any person can learn from just a click of a mouse.
Online education has grown tremendously over the past ten years. One report by Singh and Pan in 2004 showed that over 54,000 online courses were offered by universities in the U.S. with over 1.6 million student enrollment in 2000. Another survey from the United Stated Education Department, as cited by Lyons (2004), stated that the enrollment for distance education courses grew from 750,000 in 1994-1995 to 2.9 million in 2000-2001. (Li, 2008, p. 1)
However, there is much more to online learning than just going online and looking at random websites.
Distributed Learning
Online learning is more structured and usually has activities to achieve some common goal (Dabbagh, 2005). In the past few years online learning has evolved to become more than just a information on the Internet. This type of learning includes almost everything a student can expect in a traditional classroom. Online learning includes many types of communication tools, such as synchronous and asynchronous tools. Students are able to post assignments where either all students can view or the assignment can be private. These tools are delivered in a variety of ways from course management systems, to personal learning systems, to distributed learning environments. These delivery systems and technology tools are used to take what is normally taught in a classroom and given to students to learn no matter where they are located and no matter the time.
Pros and Cons
Being able to learn anywhere at any time is one of the major benefits to online learning. Online learning has been benefited from those who are very busy. Working people, people with families, busy travelers, etc. all enjoy the benefits of online learning because it allows them to get an education on their terms and not the schools (Li, 2008). This freedom also allows people to choose from many different schools. Online learning allows students to choose to attend classes in schools that are thousands of miles away (Li, 2008). Another benefit of online learning is that it gives students the opportunity to learn on their own at their own pace.
There are many benefits to online learning, but there are negatives as well. Online learning relies heavily on technology and technology is not always reliable. Computers fail, servers fail, and websites do not always work. This aspect of online learning can put more stress on both students and instructors. Another negative is the course loads. Many of the online learning courses are very heavy in regards to the work load. Each student works and learns differently, workloads for one student may be light but compared to other students, course loads may be heavy (Shieh, 2008). Overall, a large majority of online learning courses workloads tend lean on the heavy side. No matter the negatives or positives, online learning has become a large part of education and will continue to evolve into a predominant way of learning.
Stakeholders
Millions of people around the world are invested in online learning. Online learning would not be as popular as it is if it was not for the students who take these types of classes. Students have a large interest in online learning. The online learner must have specific characteristics that enable them to be successful in online learning programs. Online students must understand technology and how to use it to their advantage. They also must be able to interact with others through different types of communication tools. Students should have strong self control and motivation. They must also have the drive to learn, as with online learning, it is up to the students to go about learning the concepts (Dabbagh, 2005). Online learning can be done by everyone, but not everyone enjoys or is successful taking online courses.
Instructors and Institutions
Not only does online learning take special student characteristics, but also instructor characteristics. Those who teach online learning must figure out ways to turn regular face to face classes into online classes, and also get students to be just as successful. There is a different pedagogy involved for online learning courses. Online instructors are no longer leading the learning but facilitating it. They are guiding students in the direction that they need to go. Online learning instructors have to be able to encourage active learning, promote social interaction, time management, provide timely feedback, and communicate high expectations (Shieh, 2008). They must also be skilled in technology and be able to modify and adjust the course when technology does not want to cooperate. To be a successful online instructor, they must be able to reflect on their teaching practices and modify those practices to encourage student success (Shieh, 2008).
Students and instructors are not the only stakeholders in online learning, but the schools themselves have a lot invested in this type of learning. Online learning has a lot to offer all of its stakeholders. There is so much more to online learning. Online learning will continue to evolve and give many people what they need to become successful learners.
Technology
The key component to utilizing an online learning environment is technology skills. If someone doesn't know their way around a computer and doesn't know how to use the internet then chances are this person probably will not seek a degree online and chose a traditional face to face classroom as their choice of classroom. If someone has moderate skills using the computer then chances are they could choose the online way of learning.
Delivery Systems
When it comes to online learning there are many tools to consider and which one will best suite your learning style. One of the tools is a course management system (CMS) and a Web-based instruction (WBI) tools. Course management systems are a variety of Web applications that integrate technological and educational features of the internet and tools into a design and presentation format for an online learning course. Web-based instructional (WBI) tools provide instructors with ways of delivering their materials and content to their students. Staff have to be trained on how to implement WBI when creating their CMS for students.
Online Learning Environments
In an online environment the course goals and learning strategies are the same as if you were to take a traditional face to face course. In face to face classes professors give out a syllabus with goals and objectives for the course and a statement that tells students what the professor wanted the students to learn in the course. In an online learning environment students still receive these goals and objectives the difference is it is given electronically. Students also work together in collaboratively and can be assigned group projects. Instead of meeting in person, though, groups work online in virtual meetings, utilizing even more technology learning tools.
When reflecting on what online learning is about consider this quote, "Online learning allows learners to take courses not available on campus resulting in cost effective learning environments, and utilizes some appropriate delivery and instruction methods"(Huang, 2002, p. 28). Online learning allows all students the opportunity to further their education. The benefits for the learners are that they can create their own schedule and time to attend their online class. More working parents are utilizing the online learning environment since they are not required to go anywhere. The learner still will learn and meet goals as if they were in a traditional face to face course just at home during their own time. The CMS allows for instructors to still communicate to their students through email, real time chats and announcements. The different types of tools that are available to instructors and students are basically the same tools you would use in a traditional course.
Tools
Students are able to interact with each other through chat rooms, group discussion folders, whole class discussion threads as well as real time presentations using Elluminate. Students can still "talk" to their instructors and ask questions about assignments or course material through email which is like the equivalent to leaving a voicemail. Students still have assignments to complete and instead of printing it out on paper and handing it in to the professor you submit the assignment electronically and the professor grades it and emails it back to you with comments just like on a paper copy. (Johnson, 2003)
Many Universities are now opening an online learning environment, a distant learning institution. "More and more institutions are offering online courses and/or programs to their students in order to meet various learners' needs. Online learning and instruction, as an integral part of the teaching and learning process in higher education, is growing as fast as the technology itself."(Liu, 2005:57) Students, professors and Universities all benefit from an online learning environment. With technology growing everyday so does the style of teaching for higher learning. Universities providing hands on learning environment such as web based courses meets every learning style.
Authoring Tools
Authoring tools are software that allows the student, professor and instructional designer to put together a learning environment without knowing the language of programming. There are also CD-Rom-Based authoring tools where you use the internet with a stable content, computer based instruction ad is a closed system. You can also use web-based authoring tools which is an open system. You use a browser and are web-based instruction that focuses on communication. Course management systems which is what I have used such as WebCT and Blackboard which allow a distance education program for the University, an open system, is easy to use and has specific tools for instructors and learners. All of the authoring tools work together and have a similar purpose to provide an online distant education to higher learners.
Research on Communication in E-learning
Even though e-learning has not been around a long time there is still quite a bit of research on it. Educational researchers have looked a lot at communication and interactions in their research of distant and e-learning. In fact the majority of e-learning research is on communication in e-learning. In online learning there are two main types of interaction/communication, asynchronous and synchronous. One of the main focuses of communication and interaction research is on asynchronous communication tools such as email, Listserv, discussion boards and computer conferencing environments that are used for instruction and training (Brannan-Ritland, Dabbagh, 2005). What are researchers looking at as being the important aspects of communication and e-learning?
Asynchronous Communication
Two main aspects that have been covered by research are quantity and quality of communication through asynchronous communication. For years it was common thinking that the more interaction the better the students learning will be (Albright, Simonson, Smaldino, Zvacek, 2009). However, much of the research has contradicted this idea, one study of early distance learning indicated that more interaction is not always better for the students or the class, in fact in other research studies interaction was found to have little to no effects on achievement. These studies placed a large emphasis on the amount of interaction, by utilizing descriptive research techniques (Albright, Simonson, Smaldino, Zvacek, 2009). Descriptive research techniques are when the users' activity is tracked and an automated log is made, in these techniques the emphasis is on quantity of communication (Brannan-Ritland, Dabbagh, 2005). If more interaction does not make for a successful learning environment then what does?
Later studies have shown that more important than the amount of interaction, is the quality of that interaction. That is what in-depth content analysis techniques focus on (Brannan-Ritland, Dabbagh, 2005). In-depth content analysis techniques are where meaning is inferred from examining the symbols used in communication (characters, word, paragraphs, etc.) (Brannan-Ritland, Dabbagh 2005). Two research studies that utilized in-depth content analysis techniques found that the quality of the starting questions greatly affected the complexity of the responses (Brannan-Ritland, Dabbagh, 2005).
Synchronous Communication
While the majority of research on e-learning and communication has been on asynchronous communication there is some research on the use of synchronous communication. One study by Hrastinski (2008) found that both asynchronous and synchronous support different purposes in education. Hrastinski (2008) found that synchronous communication supports other types of communication more often than asynchronous. Another research study found that during synchronous communication students participated at a higher degree than the instructor (Brannan-Ritland, Dabbagh, 2005). Hranstinski (2008) found that people are more motivated to respond to synchronous communication because the sender is expecting an immediate response.
Learning Communities
The research on these two communication types shows that both have a place in e-learning. In fact learning communities often utilize both types of communications. Interpersonal communication is key to creating a sense of community and synchronous communication tools have been found to support interpersonal communication (Brannan-Ritland, Dabbagh, 2005). As one NAU student said "The chat is necessary to become a team."(M. Robinson personal communication, March 5, 2009). Social support through communication not only eases stress of students but also fosters collaborative learning (Hranstinki, 2008). For students to become support networks in e-learning a comfortable environment must be created. According to the the studies the use of communication to build communities also support learning.
Student Needs and Perceptions
Communication is just one of the aspects of e-learning that researchers look at when trying to assess the impact of online learning (Brannan-Ritland, Dabbagh, 2005). Prior knowledge with the web is one aspect to look at. One research study found that students with prior experience using the web felt more comfortable with the class at the beginning of the course, students with less experience took longer to get comfortable with the class (Albright, Simonson, Smaldino, Zvacek, 2009). One study of Hong Kong college students found that frequent web surfing distracted students and can lead to lower test scores (Chan, Shin, 2004). Together these studies suggest that teachers need to look carefully at starting courses with basic skills to help students gain confidence while at the same time discouraging non-content related surfing (Brannan-Ritland, Dabbagh, 2005).
Learner perceptions is another aspect to look at. Through online surveys researchers have explored learner perceptions. It was found that students choose e-learning for time and family reasons for than location reasons (Albright, Simonson, Smaldino, Zvacek, 2009). Researchers also found that student-teacher interactions were the most influential to student perceptions of the learning environment; in particular the timeliness, level of feedback and the level of detail in instructions all greatly influence students' perceptions of their e-learning experiences (Brannan-Ritland, Dabbagh, 2005). These studies suggest that teachers should pay close and careful attention to their interaction with students.
Online Pedagogy
Initially many, like authors Zemsky and Massy, felt that online learning fell short of its potential and promise (Albright, Simonson, Smaldino, Zvacek, 2009). One reason for this might be that initial instructors in online courses took traditional pedagogy and tried to transpose it into e-learning environments. While the pedagogical model for traditional classrooms can be transferred it is how they are applied that must be adapted to the environment. One category of pedagogical models is known as knowledge acquisition models. There are three main acquisition models: cognitive information processing (CIP), parallel distributed processing (PDP) and situated cognition processing models. Another category of models is the constructivist-based models such as, situated learning, problem-based learning, cognitive apprenticeship, and cognitive flexibility hypertext. Before looking at how these are applied to online learning one should have a basic understanding of how they differ.
Knowledge Acquisition Models
The three acquisition models all look at the brain differently. In CIP the brain is compared to a computer (Brannan-Ritland, Dabbagh, 2005). In this thought process information is taken into the brain where it is then transformed in a sequential manner until it can be stored in long term memory, just like information in a computer. In PDP long term memory is a dynamic structure, where knowledge is connected in patterns with multiple pathways. Processing is the act of stimulating these pathways to create and strengthen connections with new and old information (Dabbagh, 2005). The last acquisition model is situated cognition processing (SCP). This model differs from both CIP and PDP because knowledge is seen to extend beyond the individual and instead of having the emphasis on memory the emphasis is on perception. So in SCP knowledge exists on a global scale and is always growing, evolving and changing (Dabbagh, 2005).
Constructivist Models
The three constructivist models look at how to engage the learner in different ways. Situated learning focuses on authentic learning activities. An authentic learning activity is one that is rooted in the use of knowledge in real-life situations (Dabbagh 2005). Problem-based learning (PBL) on the other hand focuses on complex problem solving activities. PBL utilizes real-world problems with multiple possible solution, problem-solving models, and critical thinking skills (Brannan-Ritland, Dabbagh, 2005). In Cognitive Apprenticeship the learning takes place in the real world, the learner takes on the role of an apprentice or an intern.
Online Instructional Strategies based on Constructivist models
Constructivist models can be utilized to create different types of learning environments; exploratory, dialogic, and integrational. Exploratory learning environments are based on inquiry-based learning. This environment is similar to the scientific method. The learner is given a problem; they create a hypothesis, gather data (information) utilizing different resources, and provide solutions recommendations and interpretations (Bannan-Ritland, Dabbagh, 2005). Some pedagogical tools that could be used to promote this type of environment are Hypermedia, graphics, animation, authoring tools, etc. Another type of learning environment is a dialogic environment, which emphasizes utilizing social interaction to construct knowledge, email, discussion boards, listservs and chats are just some pedagogical tools that could be used to help promote this type of learning environment. The last learning environment is called integrational. In an integrational environment the instructor would use authoring tools and course management systems to incorporate exploratory and dialogic learning environment tools and merge the two environments into one.
Conclusion
In their book Thwarted Innovation: What Happened to E- Learning and Why, Zemsky and Massy discuss how online learning has not lived up to the hype or its potential. They stated that "The hard fact is that e- learning took off before people really knew how to use it." (Albright, Simonson, Smaldino, Zvacek, 2009). Through research studies educators are beginning to understand the phenomenon that is e-learning. There are many ways that this research can be brought right into the e-learning environment. By looking at how communication is used effectively and how teachers can promote this use of communication tools. By looking at how student perceptions of online courses affect their success and how teachers can create positive perceptions in their learning environments. By looking at how pedagogical model can be effectively transposed into the e-learning environment. Just in general by utilizing the findings of many research studies, online educators can create affective learning environments that create student comfort, perceptions and success and also create real learning opportunities through authentic and problem-solving activities.
References
Albright, M. Simonson, M. Smaldino, S. Zvacek, S. (2009). Teaching and learning at a distance: Foundation of distance education, Boston, MA. Electronic book
Chan, J. Shin, N. (2004). Direct and indirect effects of online learning on distance education. Britih Journal of Educational Technology, vol.35 (3). Retrieved from http://ldt.stanford.edu/~educ39105/paul/articles_2005/Direct%20and%20indirect%20effects%20of%20online%20learning_Shin_Chan.pdf
Dabbagh, Nada, and Brenda Bannan-Ritland. (2205). Online Learning: Concepts, Stategies, and
Applications. Columbus: Pearson Merrill Prentice Hall.
Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44.
Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, vol. 31(4) Retrieved from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/AsynchronousandSynchronou/47683?time=1237514984
Huang, H.M. (2002) Toward constructivism for adult learners in online learning environments.
British Journal of Educational Technology, v3:27-37.
Johnson, S.D., Aragon, S.R. (2003) An Instructional Strategy Framework for Online Learning
Environments. New Directions for Adult and Continuing Education, n100: 31-44.
Li, C., & Irby, B. (2008, June 1). An Overview of Online Education: Attractiveness, Benefits, Challenges, Concerns and Recommendations. College Student Journal, 42(2), 449-458. (ERIC Document Reproduction Service No. EJ816925) Retrieved January 25, 2009, from ERIC database.
Liu, Y (2005) Effects of Online Instruction vs. Traditional Instruction on Students' Learning.
International Journal of Instructional Technology and Distance Learning, v2:57-64.
Shieh, R., Gummer, E., & Niess, M. (2008, November). The Quality of a Web-Based Course: Perspectives of the Instructor and the Students. TechTrends: Linking Research & Practice to Improve Learning, 52(6), 61-68. Retrieved January 25, 2009, from ERIC database.
Rubrics Powerful argument that was well articulated and organized. Powerful argument that was somewhat well articulated but could have been a bit more organized. Good argument, but could have been better articulated and been a bit more organized. Weak argument, that could have been better articulated and organized. Weak argument that lacked articulation and organization. Treatise was not available
Score 5 4 3 2 1 0
Descriptive Comments & Feedback (Be sure to provide comprehensive comments & feedbacks. Simply mark the rubric doesn't meet the requirements. Additionally, it is important for you to justify why you provide certain score for the paper.) 5
This paper is well organized and provides great details as well as resources. The paper defines terminology for the reader as well as provides benefits of an online learning environment. Our group worked well together and put together a well formatted paper.
Beth Summerhill wrote:
> Treatise Paper
>
>
>
>
>
>
> ETC 677
> April 5, 2009
>
> Group 2
> MJ Hall
> Jeanette Layton
> Beth Summerhill
>
>
>
>
>
>
>
>
>
>
> Abstract
> In this paper we discuss various topics relating to online learning. With the advancing technology learners are turning to the online learning environment. This paper will discuss with online learning who are the stakeholders dealing with the evolving world of technology; as well as provide a background of online learning. With learning online there are a variety of authoring tools being utilized to provide students with content as well as support with their online learning environment. This paper will discuss the different types of online learning tools as well as the essential elements of an online learning system. The paper will also discuss about current research about pedagogical models and instructional strategies of online learning as well as distribute learning.
>
>
>
>
>
>
>
>
>
>
>
>
>
>
>
> Introduction
> Education is the process of acquiring knowledge. Education can be done from every corner of the Earth. Traditionally, education has been in a classroom with an expert, called a teacher, giving students of all ages the knowledge that they need. However, since the inception of technology, especially computers, education has evolved into something more than a teacher and four walls. In the past few years online learning has become a large part of the educational institutions. A large majority of people use and rely on this type of education; it is a new wave of learning.
> Online Learning
> What is online learning? Online learning is just that, learning from the Internet, or online also known as e-learning. Any person can learn from just a click of a mouse.
> Online education has grown tremendously over the past ten years. One report by Singh and Pan in 2004 showed that over 54,000 online courses were offered by universities in the U.S. with over 1.6 million student enrollment in 2000. Another survey from the United Stated Education Department, as cited by Lyons (2004), stated that the enrollment for distance education courses grew from 750,000 in 1994-1995 to 2.9 million in 2000-2001. (Li, 2008, p. 1)
> However, there is much more to online learning than just going online and looking at random websites.
> Distributed Learning
> Online learning is more structured and usually has activities to achieve some common goal (Dabbagh, 2005). In the past few years online learning has evolved to become more than just a information on the Internet. This type of learning includes almost everything a student can expect in a traditional classroom. Online learning includes many types of communication tools, such as synchronous and asynchronous tools. Students are able to post assignments where either all students can view or the assignment can be private. These tools are delivered in a variety of ways from course management systems, to personal learning systems, to distributed learning environments. These delivery systems and technology tools are used to take what is normally taught in a classroom and given to students to learn no matter where they are located and no matter the time.
> Pros and Cons
> Being able to learn anywhere at any time is one of the major benefits to online learning. Online learning has been benefited from those who are very busy. Working people, people with families, busy travelers, etc. all enjoy the benefits of online learning because it allows them to get an education on their terms and not the schools (Li, 2008). This freedom also allows people to choose from many different schools. Online learning allows students to choose to attend classes in schools that are thousands of miles away (Li, 2008). Another benefit of online learning is that it gives students the opportunity to learn on their own at their own pace.
> There are many benefits to online learning, but there are negatives as well. Online learning relies heavily on technology and technology is not always reliable. Computers fail, servers fail, and websites do not always work. This aspect of online learning can put more stress on both students and instructors. Another negative is the course loads. Many of the online learning courses are very heavy in regards to the work load. Each student works and learns differently, workloads for one student may be light but compared to other students, course loads may be heavy (Shieh, 2008). Overall, a large majority of online learning courses workloads tend lean on the heavy side. No matter the negatives or positives, online learning has become a large part of education and will continue to evolve into a predominant way of learning.
> Stakeholders
> Millions of people around the world are invested in online learning. Online learning would not be as popular as it is if it was not for the students who take these types of classes. Students have a large interest in online learning. The online learner must have specific characteristics that enable them to be successful in online learning programs. Online students must understand technology and how to use it to their advantage. They also must be able to interact with others through different types of communication tools. Students should have strong self control and motivation. They must also have the drive to learn, as with online learning, it is up to the students to go about learning the concepts (Dabbagh, 2005). Online learning can be done by everyone, but not everyone enjoys or is successful taking online courses.
> Instructors and Institutions
> Not only does online learning take special student characteristics, but also instructor characteristics. Those who teach online learning must figure out ways to turn regular face to face classes into online classes, and also get students to be just as successful. There is a different pedagogy involved for online learning courses. Online instructors are no longer leading the learning but facilitating it. They are guiding students in the direction that they need to go. Online learning instructors have to be able to encourage active learning, promote social interaction, time management, provide timely feedback, and communicate high expectations (Shieh, 2008). They must also be skilled in technology and be able to modify and adjust the course when technology does not want to cooperate. To be a successful online instructor, they must be able to reflect on their teaching practices and modify those practices to encourage student success (Shieh, 2008).
> Students and instructors are not the only stakeholders in online learning, but the schools themselves have a lot invested in this type of learning. Online learning has a lot to offer all of its stakeholders. There is so much more to online learning. Online learning will continue to evolve and give many people what they need to become successful learners.
> Technology
>
> The key component to utilizing an online learning environment is technology skills. If someone doesn't know their way around a computer and doesn't know how to use the internet then chances are this person probably will not seek a degree online and chose a traditional face to face classroom as their choice of classroom. If someone has moderate skills using the computer then chances are they could choose the online way of learning.
> Delivery Systems
> When it comes to online learning there are many tools to consider and which one will best suite your learning style. One of the tools is a course management system (CMS) and a Web-based instruction (WBI) tools. Course management systems are a variety of Web applications that integrate technological and educational features of the internet and tools into a design and presentation format for an online learning course. Web-based instructional (WBI) tools provide instructors with ways of delivering their materials and content to their students. Staff have to be trained on how to implement WBI when creating their CMS for students.
> Online Learning Environments
> In an online environment the course goals and learning strategies are the same as if you were to take a traditional face to face course. In face to face classes professors give out a syllabus with goals and objectives for the course and a statement that tells students what the professor wanted the students to learn in the course. In an online learning environment students still receive these goals and objectives the difference is it is given electronically. Students also work together in collaboratively and can be assigned group projects. Instead of meeting in person, though, groups work online in virtual meetings, utilizing even more technology learning tools.
> When reflecting on what online learning is about consider this quote, "Online learning allows learners to take courses not available on campus resulting in cost effective learning environments, and utilizes some appropriate delivery and instruction methods"(Huang, 2002, p. 28). Online learning allows all students the opportunity to further their education. The benefits for the learners are that they can create their own schedule and time to attend their online class. More working parents are utilizing the online learning environment since they are not required to go anywhere. The learner still will learn and meet goals as if they were in a traditional face to face course just at home during their own time. The CMS allows for instructors to still communicate to their students through email, real time chats and announcements. The different types of tools that are available to instructors and students are basically the same tools you would use in a traditional course.
> Tools
> Students are able to interact with each other through chat rooms, group discussion folders, whole class discussion threads as well as real time presentations using Elluminate. Students can still "talk" to their instructors and ask questions about assignments or course material through email which is like the equivalent to leaving a voicemail. Students still have assignments to complete and instead of printing it out on paper and handing it in to the professor you submit the assignment electronically and the professor grades it and emails it back to you with comments just like on a paper copy. (Johnson, 2003)
> Many Universities are now opening an online learning environment, a distant learning institution. "More and more institutions are offering online courses and/or programs to their students in order to meet various learners' needs. Online learning and instruction, as an integral part of the teaching and learning process in higher education, is growing as fast as the technology itself."(Liu, 2005:57) Students, professors and Universities all benefit from an online learning environment. With technology growing everyday so does the style of teaching for higher learning. Universities providing hands on learning environment such as web based courses meets every learning style.
> Authoring Tools
> Authoring tools are software that allows the student, professor and instructional designer to put together a learning environment without knowing the language of programming. There are also CD-Rom-Based authoring tools where you use the internet with a stable content, computer based instruction ad is a closed system. You can also use web-based authoring tools which is an open system. You use a browser and are web-based instruction that focuses on communication. Course management systems which is what I have used such as WebCT and Blackboard which allow a distance education program for the University, an open system, is easy to use and has specific tools for instructors and learners. All of the authoring tools work together and have a similar purpose to provide an online distant education to higher learners.
> Research on Communication in E-learning
> Even though e-learning has not been around a long time there is still quite a bit of research on it. Educational researchers have looked a lot at communication and interactions in their research of distant and e-learning. In fact the majority of e-learning research is on communication in e-learning. In online learning there are two main types of interaction/communication, asynchronous and synchronous. One of the main focuses of communication and interaction research is on asynchronous communication tools such as email, Listserv, discussion boards and computer conferencing environments that are used for instruction and training (Brannan-Ritland, Dabbagh, 2005). What are researchers looking at as being the important aspects of communication and e-learning?
> Asynchronous Communication
> Two main aspects that have been covered by research are quantity and quality of communication through asynchronous communication. For years it was common thinking that the more interaction the better the students learning will be (Albright, Simonson, Smaldino, Zvacek, 2009). However, much of the research has contradicted this idea, one study of early distance learning indicated that more interaction is not always better for the students or the class, in fact in other research studies interaction was found to have little to no effects on achievement. These studies placed a large emphasis on the amount of interaction, by utilizing descriptive research techniques (Albright, Simonson, Smaldino, Zvacek, 2009). Descriptive research techniques are when the users' activity is tracked and an automated log is made, in these techniques the emphasis is on quantity of communication (Brannan-Ritland, Dabbagh, 2005). If more interaction does not make for a successful learning environment then what does?
> Later studies have shown that more important than the amount of interaction, is the quality of that interaction. That is what in-depth content analysis techniques focus on (Brannan-Ritland, Dabbagh, 2005). In-depth content analysis techniques are where meaning is inferred from examining the symbols used in communication (characters, word, paragraphs, etc.) (Brannan-Ritland, Dabbagh 2005). Two research studies that utilized in-depth content analysis techniques found that the quality of the starting questions greatly affected the complexity of the responses (Brannan-Ritland, Dabbagh, 2005).
> Synchronous Communication
> While the majority of research on e-learning and communication has been on asynchronous communication there is some research on the use of synchronous communication. One study by Hrastinski (2008) found that both asynchronous and synchronous support different purposes in education. Hrastinski (2008) found that synchronous communication supports other types of communication more often than asynchronous. Another research study found that during synchronous communication students participated at a higher degree than the instructor (Brannan-Ritland, Dabbagh, 2005). Hranstinski (2008) found that people are more motivated to respond to synchronous communication because the sender is expecting an immediate response.
> Learning Communities
> The research on these two communication types shows that both have a place in e-learning. In fact learning communities often utilize both types of communications. Interpersonal communication is key to creating a sense of community and synchronous communication tools have been found to support interpersonal communication (Brannan-Ritland, Dabbagh, 2005). As one NAU student said "The chat is necessary to become a team."(M. Robinson personal communication, March 5, 2009). Social support through communication not only eases stress of students but also fosters collaborative learning (Hranstinki, 2008). For students to become support networks in e-learning a comfortable environment must be created. According to the the studies the use of communication to build communities also support learning.
> Student Needs and Perceptions
> Communication is just one of the aspects of e-learning that researchers look at when trying to assess the impact of online learning (Brannan-Ritland, Dabbagh, 2005). Prior knowledge with the web is one aspect to look at. One research study found that students with prior experience using the web felt more comfortable with the class at the beginning of the course, students with less experience took longer to get comfortable with the class (Albright, Simonson, Smaldino, Zvacek, 2009). One study of Hong Kong college students found that frequent web surfing distracted students and can lead to lower test scores (Chan, Shin, 2004). Together these studies suggest that teachers need to look carefully at starting courses with basic skills to help students gain confidence while at the same time discouraging non-content related surfing (Brannan-Ritland, Dabbagh, 2005).
> Learner perceptions is another aspect to look at. Through online surveys researchers have explored learner perceptions. It was found that students choose e-learning for time and family reasons for than location reasons (Albright, Simonson, Smaldino, Zvacek, 2009). Researchers also found that student-teacher interactions were the most influential to student perceptions of the learning environment; in particular the timeliness, level of feedback and the level of detail in instructions all greatly influence students' perceptions of their e-learning experiences (Brannan-Ritland, Dabbagh, 2005). These studies suggest that teachers should pay close and careful attention to their interaction with students.
> Online Pedagogy
> Initially many, like authors Zemsky and Massy, felt that online learning fell short of its potential and promise (Albright, Simonson, Smaldino, Zvacek, 2009). One reason for this might be that initial instructors in online courses took traditional pedagogy and tried to transpose it into e-learning environments. While the pedagogical model for traditional classrooms can be transferred it is how they are applied that must be adapted to the environment. One category of pedagogical models is known as knowledge acquisition models. There are three main acquisition models: cognitive information processing (CIP), parallel distributed processing (PDP) and situated cognition processing models. Another category of models is the constructivist-based models such as, situated learning, problem-based learning, cognitive apprenticeship, and cognitive flexibility hypertext. Before looking at how these are applied to online learning one should have a basic understanding of how they differ.
> Knowledge Acquisition Models
> The three acquisition models all look at the brain differently. In CIP the brain is compared to a computer (Brannan-Ritland, Dabbagh, 2005). In this thought process information is taken into the brain where it is then transformed in a sequential manner until it can be stored in long term memory, just like information in a computer. In PDP long term memory is a dynamic structure, where knowledge is connected in patterns with multiple pathways. Processing is the act of stimulating these pathways to create and strengthen connections with new and old information (Dabbagh, 2005). The last acquisition model is situated cognition processing (SCP). This model differs from both CIP and PDP because knowledge is seen to extend beyond the individual and instead of having the emphasis on memory the emphasis is on perception. So in SCP knowledge exists on a global scale and is always growing, evolving and changing (Dabbagh, 2005).
> Constructivist Models
> The three constructivist models look at how to engage the learner in different ways. Situated learning focuses on authentic learning activities. An authentic learning activity is one that is rooted in the use of knowledge in real-life situations (Dabbagh 2005). Problem-based learning (PBL) on the other hand focuses on complex problem solving activities. PBL utilizes real-world problems with multiple possible solution, problem-solving models, and critical thinking skills (Brannan-Ritland, Dabbagh, 2005). In Cognitive Apprenticeship the learning takes place in the real world, the learner takes on the role of an apprentice or an intern.
> Online Instructional Strategies based on Constructivist models
> Constructivist models can be utilized to create different types of learning environments; exploratory, dialogic, and integrational. Exploratory learning environments are based on inquiry-based learning. This environment is similar to the scientific method. The learner is given a problem; they create a hypothesis, gather data (information) utilizing different resources, and provide solutions recommendations and interpretations (Bannan-Ritland, Dabbagh, 2005). Some pedagogical tools that could be used to promote this type of environment are Hypermedia, graphics, animation, authoring tools, etc. Another type of learning environment is a dialogic environment, which emphasizes utilizing social interaction to construct knowledge, email, discussion boards, listservs and chats are just some pedagogical tools that could be used to help promote this type of learning environment. The last learning environment is called integrational. In an integrational environment the instructor would use authoring tools and course management systems to incorporate exploratory and dialogic learning environment tools and merge the two environments into one.
> Conclusion
> In their book Thwarted Innovation: What Happened to E- Learning and Why, Zemsky and Massy discuss how online learning has not lived up to the hype or its potential. They stated that "The hard fact is that e- learning took off before people really knew how to use it." (Albright, Simonson, Smaldino, Zvacek, 2009). Through research studies educators are beginning to understand the phenomenon that is e-learning. There are many ways that this research can be brought right into the e-learning environment. By looking at how communication is used effectively and how teachers can promote this use of communication tools. By looking at how student perceptions of online courses affect their success and how teachers can create positive perceptions in their learning environments. By looking at how pedagogical model can be effectively transposed into the e-learning environment. Just in general by utilizing the findings of many research studies, online educators can create affective learning environments that create student comfort, perceptions and success and also create real learning opportunities through authentic and problem-solving activities.
> References
> Albright, M. Simonson, M. Smaldino, S. Zvacek, S. (2009). Teaching and learning at a distance: Foundation of distance education, Boston, MA. Electronic book
> Chan, J. Shin, N. (2004). Direct and indirect effects of online learning on distance education. Britih Journal of Educational Technology, vol.35 (3). Retrieved from http://ldt.stanford.edu/~educ39105/paul/articles_2005/Direct%20and%20indirect%20effects%20of%20online%20learning_Shin_Chan.pdf
> Dabbagh, Nada, and Brenda Bannan-Ritland. (2205). Online Learning: Concepts, Stategies, and
> Applications. Columbus: Pearson Merrill Prentice Hall.
> Dabbagh, N. (2005). Pedagogical models for E-Learning: A theory-based design framework. International Journal of Technology in Teaching and Learning, 1(1), 25-44.
> Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, vol. 31(4) Retrieved from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/AsynchronousandSynchronou/47683?time=1237514984
> Huang, H.M. (2002) Toward constructivism for adult learners in online learning environments.
> British Journal of Educational Technology, v3:27-37.
>
> Johnson, S.D., Aragon, S.R. (2003) An Instructional Strategy Framework for Online Learning
> Environments. New Directions for Adult and Continuing Education, n100: 31-44.
> Li, C., & Irby, B. (2008, June 1). An Overview of Online Education: Attractiveness, Benefits, Challenges, Concerns and Recommendations. College Student Journal, 42(2), 449-458. (ERIC Document Reproduction Service No. EJ816925) Retrieved January 25, 2009, from ERIC database.
> Liu, Y (2005) Effects of Online Instruction vs. Traditional Instruction on Students' Learning.
> International Journal of Instructional Technology and Distance Learning, v2:57-64.
> Shieh, R., Gummer, E., & Niess, M. (2008, November). The Quality of a Web-Based Course: Perspectives of the Instructor and the Students. TechTrends: Linking Research & Practice to Improve Learning, 52(6), 61-68. Retrieved January 25, 2009, from ERIC database.
4 Powerful argument that was somewhat well articulated but could have been a bit more organized.
3 Good argument, but could have been better articulated and been a bit more organized.
2 Weak argument, that could have been better articulated and organized.
1 Weak argument that lacked articulation and organization.
0 Treatise was not available
Comments & Feedback
4 This paper was very insightful, it was full of resources and details about online learning. I do feel it could have been a little better organized to express the main argument about the possibilities of online learning.