,_blended_learning_framework_and_model.png)
In many respects, online learning has the same basic
fundamentals as face-to-face learning. First, the learning objectives are of
prime concern. In online learning, the technology exits to facilitate the
meeting of these objectives by the learners. The means of achieving these
objectives is a pedagogy which ensures students are engaged and stimulated intellectually.
Next, an online course is learner centred offering multiple ways in which
learners can engage with the content and with peers and staff (Brinthaupt et
al., 2011).
So, what do people mean when they talk about online
learning? Does it mean that a course is offered only online or does it mean that
there is a mix between online learning and face-to-face teaching?
Sanders(2006) argues that there are
times when online learning can not totally replace face-to-face interaction. Where
this physical presence is not possible, care must be taken with the type of technology
chosen in order to meet the required learning outcomes. However,Ladyshewsky
(2013) confidently states that online learning “can be as effective as face-to-face
learning” (p.2). Although it could also be argued that this depends upon the
cohort of students – are they highly motivated, for example are they postgraduate
students? Is the course only available online and does the fact that it is
offered solely online suit many students? The factors which affect the success of an
online course may also include not so much the course itself but who is taking
it. Another variable which may determine the success of the course could be the
size of the class. If online learning is viewed as a cost cutting measure by an
institution, then large class sizes may affect the success of an online course.
Thus, factors which determine the success of an online course are complex but
there are some which have been shown to be effective and these will be discussed
in the following paragraphs.
The successful implementation of an online course starts
with the educators who have to be clear about the learning objectives, which
part of the traditional course they want kept (if moving solely online) and most importantly, competent users of the
technology. Brinthaupt et
al., (2011) note that successful programmes have sufficient lead in times and
then ongoing support for educators to become skilled course facilitators. Meetings
can be held to discuss the design of new courses (Brinthaupt et al., 2011) and once
underway, further discussions can be held to determine which factors are contributing
to or hindering success. Educators who are new to this type of learning can also
be paired with a more experienced mentor (Bailey
& Card, 2009).These examples indicate that an important
factor in the success of a course is not only the initial professional
development that many educators may receive but also the subsequent ongoing learning.
All these factors require time for
reflection (Bailey, & Card, 2009) so
staff must have a time allocation to undertake this.
However, in reality, staff often face an increasing teaching load as many
educational institutions struggle financially. So are institutions, in reality,
committed to the necessary time allowance which staff should have in order to
allow time to meet and discuss best practice? The Cloudworks site as described
by Conole (2010) can help overcome this but postings and reflection still need time. A failure to provide this time allocation could
lead to a less than satisfactory online course and at its extreme, instructor
burnout.
Finally, in this section on educator needs, given that
many educators felt under confident with their use of technology (Damoense, 2003) it is important that technical
support is readily available. Thus successful online learning requires not only the
support of the educators involved but also the institution concerned.
Next, if educators are to focus on student success in the
online environment as they should, there are two major factors which need to be
taken into account. First, there is the need for students to feel socially and
cognitively engaged. In order for students to feel connected with the course, the
instructor needs to build a community of learning which can be achieved by “students
welcoming and acknowledging one another, sharing information about one another,
and providing supportive comments about discussion posts and questions” (Ladyshewsky,
2013, p. 3). Students need to feel connected to the each other and importantly to
the instructor (Ladyshewsky, 2013). This development of a community of learning
and especially, the connection with the instructor, helps the student feel
connected to the course and therefore more motivated, which is particularly important
when “more self-discipline” (Brinthaupt et al., 2011, “Fostering student
engagement”, para.2) is required. It also gives the educator more understanding
of student needs which can in turn allow for more flexibility when it comes to
deadlines for example (Brinthaupt et al., 2011). In addition, this rapport
allows the instructor to make more informed decisions when striking the balance
between encouraging independence and giving academic support when needed (Brinthaupt
et al., 2011).
Second, is the need for the student to feel cognitively engaged.
For this to occur, students need to
engage collaboratively, in a meaningful way on authentic tasks (Damoense, 2003). Ladyshewsky (2013) notes that
there needs to be a balance between the social and cognitive instruction. For
example, too many online postings by the educator can lead to student dissatisfaction
as it increases student workload. Also, when providing feedback it is important
for the educator to give formative feedback as this has more impact on student
learning (Ladyshewsky, 2013). To ensure this, timely and appropriate feedback
is required (Bailey & Card, 2009). This
can be achieved in a number of ways, for example, through discussion boards for
whole class discussion or through individual emails.
There are a number of tools which the educator can use to
ensure students are engaged both socially and cognitively. These include blogs,
wikis, discussion forums, and videos. All of which can also help address individual
learning needs and foster critical thinking.
Finally, as with educators, students need to be competent
with the technology. For those who are not, face to face instruction may be
required before they undertake a fully online course. Also, all students need
access to technical assistance when required.
To conclude, there are certain factors which can facilitate
the effective delivery of an online course. However, these factors are complex
depending on the students, educators and institutions involved indicating there
is no simple answer to the effective deliver of an online course.
References
Bailey, C.J., & Card, K.
(2009).Effective pedagogical practices for online teaching: Perception of
experienced instructors. Internet and
Higher Education, 12, 152-155.doi:10.1016/j.iheduc.2009.08.002
Brinthaupt, T.M., Fisher,
L.S., Gardner, J.G., Raffo, D.M., & Woodard, J.B. (2011). What the best
online teachers should do. Journal of Online
Learning and Teaching, 7(4). Retrieved
from http://jolt.merlot.org/vol7no4/brinthaupt_1211.htm
Conole, G. (2010).
Facilitating new forms of discourse for learning and teaching: Harnessing the
power of Web 2.0 practices. The Journal
of Open, Distance and e- Learning 25(2), 141-151.
Damoense, M. (2003). Online
learning: Implications for effective learning for higher education in South
Africa. Australian Journal of Educational
Technology, 19(1). 25-45. Retrieved from http://www.ascilite.org.au/ajet19/damoense.html
Ladyshewsky (2013).Instructor presence in online courses
and student satisfaction. International
Journal for the Scholarship of Teaching and Learning, 7(1).
Sanders, R. (2003). The Imponderable Bloom: Reconsidering
the Role of Technology in Education. Innovate
Journal of Online Education, 2(6).
Hi Diana..
ReplyDeleteYes, agree that the whole ‘online, learning process can be a matter of balancing a complex mix of objectives, learner profiles, available resources, tutor capacity, and time constraints. I think that often ‘best practice’ (in my typical tutoring environment anyway, which has low infrastructure capacity) is whatever is possible on any given day due to all manner of variables that can’t really be planned for.
Mayes and Fowler (Martin & Madigan, 2006) contend that with digital learning ‘the learning itself is not technology driven, but the technology is allowing a fundamental principle of how people learn to flourish in a new global setting’. But I think that that is an overstatement inasmuch as now the digital media are so much part of the learning matrix – or at least the potential learning matrix – that familiarity with the technology itself is often needed to ‘drive’ the learning.
Also take your point that there can be a wide range of contexts and combinations of electronic and face-to-face tuition that constitute valid digital learning. For instance, some students’ introduction to the online road code practice test may be their first real interaction with the electronic media, and initially seen by them as totally secondary (and preferably avoided) to achieving their main aim of getting a licence. All that is required by them - with varying degrees of en situ tutor support - is that they click the mouse on answer option A, B, C, or D. However to me that is still very much legitimate online learning. Often that basic experience is enough to break down computer-anxiety barriers and next thing they’re using the computer for a whole range of other learning activities.
Mayes, T., and Fowler, C. (2006). Learners, learning literacy and the pedagogy of e-learning. In Martin, A., & D., Madigan, (Eds), Digital Literacies for Learning (p. 33). London: Facet Publishing.