Group three,

Here is my evaluation for your group's treastie paper, good job.

Team Evaluated Team 3
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 5

I feel your group did a great job on your paper. Your paper was well thought out and well put together. If someone who didn't know what online learning contained or Web 2.0 tools and read your paper they would know by the end of your paper what it takes and what is incorporated with an online learning environment. I feel your group did a great deal of research and provided a good number of references and resources. Good job group 3!

Beth



Nasreen Wahid wrote:
> Online Learning Treatise
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> ETC 677
> Northern Arizona University
> Spring 2009
> Instructor: Chih Tu
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> Group 3:
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> Melissa Carroll
> Marta Herrera
> Nasreen Wahid
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> Abstract
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> The number of people taking online classes is growing due to the availability and flexibility that online courses offer. In this paper, an overview of online learning, its stakeholders, and how they are affected will be provided. Online learning allows us to utilize a wide variety of authoring tools that support student learning, new technologies, pedagogies, strategies, and tools which are incorporated into the learning environment. The theories, pedagogies and strategies will also be covered as well as how these are used to create an effective student centered learning environment.
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> Introduction
> Education has been an important topic in human life from the beginning of history. Over time, everything evolves to be bigger and better, and education as we know it is changing along with time. One of the most recent changes in education is the emergence of online and distance learning. The traditional classroom has been taken and transformed into a more convenient medium that provides us with a multitude of information in a wider variety of ways than has ever been available before.
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> Online Learning
> Online learning is a distributed learning environment that uses pedagogical tools through the Internet and Web based technologies. These tools facilitate learning through building meaningful action and interaction. This method of learning is a structured approach that incorporates a variety of activities to achieve a common goal (Dabbagh & Bannan-Ritland, 2005). For online learning to be successful, it needs to incorporate many components, including those that are typical of a traditional classroom. Collaboration, synchronous communication, asynchronous communication, exploration, and flexibility are all components of online learning.
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> "At least two options exist for the design of online learning environments: an approach that uses the more traditional course management system design that includes multiple students, group discussion, and a shared time frame for progressing through assignments and an approach that uses an individualized approach where the mentor-learner dyad structures the flow of work and conversation as well as the flexibility to negotiate timelines, assignments, and interactions (COPLS)" (Norton, 2008).
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> There are also many different tools that can be used to enhance online learning. A few examples of these tools are: Content Management Systems (CMS), wikis, social networking sites, bookmark sharing, blogging, podcasts, webquests, media sharing, web authoring tools, CD-Rom tools and more tools are being developed for this purpose each day.
> Online learning has many benefits. Firstly, this method of learning is much more flexible. The content is easily accessed at any time over the internet, and students do not have to meet at a set time each/day or week to have the content taught to them. Instead, this method of learning incorporates asynchronous discussion more often that synchronous discussion. Students no longer need to work their schedules and travel around their courses as they are available at anytime from anywhere in the world they may be.
> Online learning also has its negative aspects. Technology, though it is growing and becoming more available, is still not easily used by everyone. Many students may not be familiar with the technologies and tools required to be successful in online learning. This can create stress on the students and instructors when trying to remedy the problems and may also deter many students from attempting online courses due to anxiety towards use of complicated tools.
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> Constructivism
> Constructivism is the process in which knowledge and beliefs are formed from within the learner, and that learning is not the result of development, but is development in itself (Conceicao, 2007). In constructivism, there are many key learning strategies such as student centered learning, problem and project based learning, social/group learning and self directed learning. By incorporating group work, and encouraging students to find the knowledge within themselves through investigation, online learning is constructivist in nature.
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> Stakeholders of Online Learning
> There are many stakeholders in online learning, and each must have specific characteristics and desires to be successful. Some of these stakeholders include: students, instructors, parents, administrators, the general public, schools and institutions, and school districts. Students need to have the ability to use the internet, a desire to learn without meeting fellow classmates, and the willingness to use new tools to make learning effective. It is up to the students to learn the concepts (Dabbagh & Bannan-Ritland, 2005). The instructors also need special characteristics to make online learning successful, due to the fact that online learning varies greatly from a traditional learning environment. Lessons and content must be tailored to not only the subject, but to the audience taking the course. This also means that the instructor must have a sound knowledge on not only the content they are teaching, but on the tools that they are using, as not all students come into the course with the knowledge required to use the tools. "Technological issues can interfere with the learning process, causing frustration for both the students and the instructor" (Dabbagh & Bannan-Ritland, 2005). Instructors must take extra care to provide easily accessible explanations of how to use the required tools, and be available to assist students due to the unset class times in online learning. Of all the requirements to be an instructor in online learning, it is imperative that they are able to guide the students through their learning using a constructivist method and provide frequent and constructive feedback to the students to ensure they are performing to their best ability. Online learning also affects parents, administrators, the general public, schools and institutions, and school districts, but by far the largest stakeholders are the students and the instructors.
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> Authoring Tools and Supportive Materials
> Taking classes online has become popular amongst busy adults who already work full time and have families. Now that instructors are more knowledgeable about developing online instruction, they are turning to authoring tools to provide meaningful instruction for their students. Authoring tools are software programs with useful, user friendly features, embedded within them. This software has been adopted by educators in order to help design or integrate multimedia into a learning environment without requiring the expertise and knowledge of programming languages (Dabbagh & Bannan-Ritland, 2005). Due to its user friendliness, anyone with basic knowledge of computers should be capable of using these tools. Basic classes of authoring tools have been developed and are being used by educators to provide a meaningful and quality education. CD-ROM-based authoring tools, Web-Based authoring tools, and Course Management Systems (CMS) are only a few of the classes of authoring tools, each of which has its own unique features.
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> Classes of Authoring Tools
> CD-ROM Based Authoring Tools
> CD-ROM based authoring tools are used to create courses that are delivered on a CD-ROM. Students work within the program to accomplish a designated task. Most of these programs make use of games, simulations, and tutorials. These programs are meant for individualized instruction and are mainly integrated for the mastery of specific skills. These are closed programs; this means that the user cannot go beyond the boundaries of the CD by creating their own content.
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> Web-Based Authoring Tools
> Unlike the CD-ROM authoring tools, Web-Based authoring tools such as FrontPage, Dreamweaver, and Claris HomePage, use the Internet to provide modes of instruction. Internet based technologies are utilized in these programs as well. Web-Based Instruction (WBI) is an open system which allows the user to go anywhere on the web. For example, one can search the Internet for peer-reviewed articles on a research topic. Learners can connect and communicate easily due to the Internet and globalization, making it one of the most effective distributed learning features of WBI.
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> Course Management Systems (CMS)
> Course Management Systems (CMS) are web-based authoring tools that combine technical and pedagogical features in an easily customized template for use in an online learning environment (Dabbagh & Bannan-Ritland, 2005). Examples of CMS include WebCT, Blackboard, and Moodle, with new ones being rapidly developed. These systems allow instructors to integrate Web 2.0 tools into their courses to enhance student learning. Examples of Web 2.0 tools that can be integrated with CMS are: Facebook, Delicious, Diigo, and Wetpaint Wiki with new tools emerging continually. CMS have many features that set them apart from other forms of learning environments. One of the main features of CMS is internet-based communications; it is convenient for educators and learners to interact, collaborate, and communicate.
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> Elements of CMS
> Course Management Systems are a form of distributed learning that allows for flexibility in learning. "Distributed learning is described as education delivered anytime, anywhere, to multiple locations, by using one or more technologies-or none" (Dabbagh & Bannan-Ritland, 2005). Many people that take courses through CMS have busy lives and struggle to find time for classes between work and daily life. These future learners choose to take online courses in order to more efficiently manage their time. They can complete coursework at more convenient times, for example, around work schedules or after their children are in bed. Most people who enroll in online courses want meaningful education and support when and how it may fit into their schedule (Khan, 2005). The features of these systems set them apart from other forms of instruction by providing a high level of student engagement. Goals for knowledge acquisition can be achieved with these features when integrated properly and effectively into the CMS learning environment (Khan, 2005).
> Course Management Systems also offer collaborative and communication tools that provide synchronous and asynchronous communication. Asynchronous communication such as emails and discussion boards allow users to communicate with one another without having to be available online at the same time (Hrastinski, 2008). This allows students to respond to discussions and emails at a time that is convenient for them. Asynchronous communication allows students to post their thoughts, comments, reflections, and questions onto a discussion board, wiki, blog as well as through email. This form of communication allows for more reflective and deeper thinking. On the other hand, synchronous communication allows students to interact simultaneously through chats instant messaging and screen sharing. Students can collaborate on a pending project while engaging in academic discussion and editing in real time.
> CMS provides a high level of engagement through the student centered learning tools it provides. These learning tools are meant for the user to interact through the course as well as take in course content in a way that is meaningful and allows students to organize their learning (Dabbagh & Bannan-Ritland, 2005). Students can decide which tools embedded within a CMS they would prefer to use based on personal learning styles. Examples of the tools are: bookmarks, help, notes, personal and/or academic calendar, student tips, and course map. These tools promote self-directed learning as students use these them to navigate through the course as well as to organize their learning. Through these tools, students are encouraged to explore the content with little help from the instructor allowing students to control their own learning (Dabbagh & Bannan-Ritland, 2005).
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> Web 2.0 Tools
> Web 2.0 tools can also be integrated into the CMS to offer a more versatile student centered approach to learning. With Web 2.0 tools, sites like Delicious, a social bookmarking site, can be used to bookmark any relevant information about a topic being discussed in class. These bookmarks are saved on a remote service which makes it easier to share references or sources with other learners (Anderson, 2007). Tags are added to the bookmarks by the user to organize and categorize resources in a way that makes it easier to retrieve the information for future purposes (Anderson, 2007). Tags also make it easier to find articles related to a topic. Wiki sites such as Wetpaint Wiki can also be used for group collaboration on a project and allows users to construct knowledge as a group, allowing a sense of community to be formed (Boulos, Maramba, Wheeler, 2006). Blogs can be integrated into CMS to be used as a form of journal writing where the author shares information about a topic, including links to relevant resources. Members of the online learning community have the ability to comment, share or reflect on the topic being discussed (Boulos, Maramba, Wheeler 2006).
> Web 2.0 tools are available for a variety of functions. These tools are often free or provided at a very low cost. This is beneficial to smaller school districts and institutions that cannot afford to put as much funding into tools for online learning courses. CMS tools such as WebCT and Blackboard come rich with features, but are not cost effective in all situations. Web 2.0 tools can be used in unison to make up the required tools to make online learning as successful on a budget as it would be with the expensive CMS tools.
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> Assessment
> Assessment tools are also an important component in online learning. These tools allow students to reflect on their performance as well as acquire constructive feedback from instructors. Assessments can take many forms, such as long and short answer responses, multiple choice responses and a variety of types of presentations and documents that are submitted to instructors. Students can also use self-assessments, which are "authentic assessments that allows students to monitor their comprehension and learning" (Dabbagh, Bannan-Ritland, 2005). These assessments help students reflect on what they are learning. As with traditional course structures, assessments are most effective when constructive feedback and evaluation are provided. Thus, assessment remains an important component of online learning.
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> Constructivism and Online Learning
> There are several schools of thought when it comes to online learning. One of the most prominent is constructivism. The constructivist view is that learning occurs from interactions with the environment (Savery & Duffy, 2001). Within the constructivist approach to learning there are many strategies that have developed to maximize environmental learning. Problem-Based Learning (PBL) constitutes the main area of online constructivist learning.
> The roles of instructor and student in a PBL environment are much different than their roles in a traditional classroom. The instructor becomes a model and speaks their thoughts and acts out the behavior that is expected of the learner (Stepien & Gallagher, 1993). The instructor assumes this role early during instruction and will become less actively involved as the lesson progresses. In this environment the student is placed in a new role in which they must use the tools and knowledge that they previously acquired in order to solve a problem. There is no "right" answer to the problem and the learning occurs through the process and the experience (Stepien & Gallagher, 1993).
> In a PBL classroom the instructor and students are interacting to solve a real-world problem posed by the instructor. The question that drives instruction should be aligned to appropriate learner goals (Barron, et. al., 1998). The instructor acts as a guide to scaffold the problem solving process. This creates an authentic learning environment that places "cognitive demand" on the learner (Savery & Duffy, 2001). Open-ended questions allow for differentiated learning because it provides scaffolding in order to build on the individual learner's abilities and skills.
> The openness of the situation allows for the learner to glide between different subject areas to solve the problem (Stepien & Gallagher, 1993). Students must collaborate with their peers in order to solve the problem. This social organization not only assists with problem solving, but also encourages participation and allows students to feel a "sense of community" (Barron, et. al., 1998). Collaboration is at the core of PBL because it allows learners to test their knowledge and contemplate the understanding of others. Barron et. al. describe social interaction as a "mechanism for enriching, interweaving, and expanding our understanding of particular issues or phenomena" (1998).
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> Online Instructional Strategies
> There are other instructional strategies and tools that broaden the constructivist theories into more specific learning environments. These learning environments expand on the constructivist theories by integrating technology and web-based tools. Included would be exploratory, dialogic, integrational, and supportive learning environments.
> Exploratory learning environments are a type of PBL in which the learners are given an authentic question or problem to solve. It is imperative that learners engage in the problem solving process by gathering necessary information and forming hypotheses in order to formulate their own unique solutions (Dabbagh & Bannan-Ritland, 2005). With the exponential growth of technology tools there have become an increasing number of technologies for use in exploratory learning environments including: webquests, hypermedia, digital video and audio, and computer animation (Dabbagh & Bannan-Ritland, 2005).
> The dialogic learning environment begins with the idea that learning happens through contextual design in which meaningful artifacts are created by the interaction between the learners (Ackermann & Strohecker, 1999). Students are encouraged to articulate their thoughts about their actions. They are then able to generalize their knowledge for application, this, in turn encourages collaboration. There are a variety of web-based technologies that support dialogic environments. Online forums or discussion boards allow users to participate in content-based conversations. File and document sharing allows for the creation of a collaborative artifact (Dabbagh & Bannan-Ritland, 2005).
> With the increasing use of web-based authoring tools the integrational learning environment has emerged. This environment allows for a central location for content course delivery and brings together many aspects of online learning that can make for a more complete learning environment with a wide range of capabilities (Dabbagh & Bannan-Ritland, 2005).
> The importance of self-directed learning is increased with online learning as students are required to complete tasks and assignments on their schedule to meet deadlines. Cognitive apprenticeship can assist with improving students' independent learning. An instructor must begin with modeling the task so that the learner can gain a conceptual idea of the activity idea and process. Next, the instructor will observe the students as they perform the task. She or he will then encourage the students and coach them by giving tips, feedback, and more modeling as needed. Scaffolding is important to cognitive apprenticeship in which the instructor gives tasks that the students are capable of at their skill level and then builds from there (Collins, Brown, & Holum, 1991).
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> Conclusion
> Although online learning is barely leaving its infancy stage, there are many technologies, pedagogies, strategies, and tools that are being incorporated into this learning environment in order to support learners. Educational theories are never stagnant and continue to develop over time. With the exponential growth of technologies it is important that educators stay current with research and best practices. The success of online teaching does not rely solely on the technology or the developing theories, but is effective due to the top notch instructors that integrate the theories, technologies, and best practices, in order to create a research-based learning environment.
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> Resources
> Ackermann, E. & Strohecker, C. (1999). Build, Launch, Convene: Sketches for Constructive-Dialogic Learning Environments. Mitsubishi Electric Research Laboratories, Inc.
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> Anderson, Paul (2007). JISC Technology and Standards Watch, Feb. Retrieved on March 31, 2009 from http://ioptimizerss.com/Documents/What%20is%20Web%202.0%20-morebuyertraffic.pdf
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> Barron, B.J.S., Schwartz, D.L., Vye, N. J., Moore, A., Petrosino, A., Zech, L., Bransford, J. D. (1998). Doing with understanding: lessons from research on problem- and project-based learning. The Journal of Learning Sciences, 7 (3/4).
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> Boulos, Maged N. Kamel; Maramba, Inocencio; Wheeler, Steve (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education. 6 (41).
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> Collins, A., Brown, J.S., and Holum, A., (1991). Cognitive apprenticeship: making thinking visible. American Educator, Winter.
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> Coneição, S., & Taylor, L. (2007, September). Using a Constructivist Approach With Online Concept Maps: Relationship Between Theory AND Nursing Education. Nursing Education Perspectives, 28(5), 268-275.
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> Dabbagh, N. & Bannan-Ritland, B., (2005). Online Learning: Concepts, Strategies, and application. Pearson Education Inc. Upper Saddle River, NJ.
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> 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.
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> Hrastinski, S. (2008). Asynchronous and Synchronous E-Learning. EDUCAUSE Quarterly, 31(4). Retrieved March 31, 2009, from http://www.educause.edu/EQ/EDUCAUSEQuarterlyMagazineVolum/AsynchronousandSynchronousELea/163445
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> Khan, B.H. (2005). Learning features in an open, flexible, and distributed environment. AACE Journal, 13(2), 137-153.
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> Norton, P. & Hathaway, D. (2008). Exploring Two Teacher Education Online Learning Designs: A Classroom of One or Many? Journal of Research on Technology in Education, 40(4), 475-495.
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> Savery, John R. & Duffy, Thomas M. (2001). Problem based learning: an instructional model and its constructivist framework. Center for Research on Learning Technology Technical Report,16 (01)
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> Stepien, W. & Gallagher, S. (1993). Problem-based learning: as authentic as it gets. Educational Leadership. 50 (7).
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> Vrasidas, C. & McIsaac, Marian S. (2000). Principles of pedagogy and evaluation for web-based learning. Education Media International. 105-111.

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.

Team Evaluated Team 2
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:
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> MJ Hall
> Jeanette Layton
> Beth Summerhill
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> 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.
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> 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
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> 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.