ECI 646 Foundations of Distance Education Using Online Learning

Defining Online Learning Use of networked computers to deliver instruction Increase in academia Emergence of total online university Corporate increase Use of various tools The use of networked computers as the primary delivery medium for instruction defines online learning. This may be as a support, or instruction may be totally online. Online learning is becoming increasingly important in academia, where changing student demographics and limited building resources have made it attractive to administrators. Following this is the emergence of the online university. There are several attempts provide an alternative to traditional place-based academic programs with online, including Jones, Western Governors University, and the California Virtual University Interest in corporate settings is increasing in all directions, both as a cost saving and time saving measure. There are various tools available, such as BlackBoard. We will review them.

BlackBoard Features Announcements Website for syllabus and course materials Gradebook Calendar Dropbox for electronic assignments Organizational tasks Quizzes online Discussion board Tracking course statistics These features describe a set of capabilities available in most current online course building environment. Though it should be noted that each seems to mimic the classroom.

Bb Control Panel In BlackBoard all work in constructing a course in done in the “Control Panel.” This resource is only available to instructors and/or administrators.

Bb Adding Content Adding content to a BlackBoard site is accomplished by choosing a name and adding text. Note that text can be added in three formats - “Smart Text,” which allows for limited HTML coding but does not require it, “Plain Text” which posts exactly the text entered in the Text box, and “HTML,” which treats the text as an html document. Note that HTML does not require the page structure tags, just formatting and link tags.

Bb Creating Assessment Certain assessments are also available.

Bb Course Statistics Individual and group statistics are available to the instructor.

Types of Web Resources Course tools Online tutorials (Learning Objects) Electronic books Reference sources Web applications (smart tools) Asynchronous discussion Synchronous discussion More generically, these are some of the types of tools available to creating an online instructional environment

Designing Online Atheoretical use of Instruct. Design Focus on interaction Incidental learning Focused outcomes Best at cognitive outcomes The authors take an interesting stance with Gagne and Keller. It is against the practice of most academics to use these frameworks, but the authors suggest that they are not “isms” unto themselves, and can contain any theoretical foundation of learning. Given the totally mediated nature of online learning, it is usually suggested that design start with interaction. The two types proposed by the text will be discussed in the next slide Another unique feature of online learning are the possibilities for incidental, or unplanned learning. Any assignment that lets one loose on the internet is fraught with possibilities. There’s a new set of learning possible at every link. Think of ways to incorporate that into design. Still, we are usually bound to create courses with criterion-based assessment and measurable, “predictable” outcomes. The final point is of interest. Currently the interactive capabilities of the Internet seem to limit effective instructions to cognitive domains, versus direct instruction of psychomotor skills or attitudinal change. What are some limitations that may effect this?

Interactions and Interactivity Interactivity - attribute of technology Interactions - individuals and groups Both contribute to active learning Interactivity is said to be an attribute of the particular technology. What can that mean? Do you have examples?

Transactional Distance Dialog Structure More TD needs More It is always useful to review Moore’s notion of transactional distance. There are three components to TA: Dialog Structure Learner Autonomy. These all contribute to describe the amount of transactional distance that is present in an online (distance) course. Each concept will be briefly expanded upon Learner Autonomy

Dialog - determined by: Philosophy of instructor/designers Personalities of those involved Subject matter Environmental factors Size of the learning group Language i.e. native vs. foreign Medium or media of communication Dialog A set of variables determined by: philosophy of instructor/designers of the course; personalities of those involved; subject matter; environmental factors; size of the learning group; language i.e. native vs. foreign; medium or media of communication.

Structure Expresses the rigidity or flexibility of educational objectives teaching strategies evaluation methods Extent accommodates learner Highly structure is less responsive to a given learner’s individual needs. Structure - continued Because “structure expresses the rigidity or flexibility of the course’s educational objectives, teaching strategies, and evaluation methods, it describes the extent to which course components can accommodate or be responsive to each learner’s individual needs.” (p. 203). A course that is highly structured is, by this definition, less responsive to a given learner’s individual needs.

S + D = TD Low transactional distance Receive directions and guidance through ongoing dialog with their instructors Use instructional materials that allow modifications to suit their individual needs, learning style, and pace. In general, the more dialog, the less transactional distance Structure and Dialog Measure Transactional Distance “In a course . . . with little transactional distance, learners receive directions and guidance through ongoing dialog with their instructors and by using instructional materials that allow modifications to suit their individual needs, learning style, and pace. In general, the more dialog, the less transactional distance.

TD = S + D High transactional distance No dialog or structure Students make their own decisions “The greater the transactional distance, the more responsibility the learner has to exercise.” This leads to Learner Autonomy TD = S + D “If structure is high, learners have guidance; but if there is neither dialog nor structure they must make their own decisions about study strategies and decide for themselves how to study, what to study, when, where, in what ways, and to what extent” (p. 204). “The greater the transactional distance, the more responsibility the learner has to exercise.” This leads to the other important variable that Moore and Kearsley call “Learner Autonomy.”

Learner Autonomy Learners have different capacities for making decisions regarding their own learning “…is a continuous variable” “Programs can be defined and described in terms of what degree of autonomy learners are permitted to exercise” Should include motivation Learner Autonomy (LA) “The concept of LA is that learners have different capacities for making decisions regarding their own learning” that is, for deciding how to study, what to study, when, where, in what ways, and to what extent to study. “Learner autonomy is a continuous variable” (207) “Programs can be defined and described in terms of what degree of autonomy learners are permitted to exercise” (205). Learner autonomy should include motivation.

Learner Autonomy Highly autonomous learners Comfortable with greater TD less the dialog and the less the structure. For others the goal must be to reduce distance by increasing dialog “At other times it may be appropriate to design highly structured courses or programs but to limit dialog” Learner Autonomy “The more highly autonomous the learners, the greater is the [transactional] distance they can be comfortable with–that is, the less the dialog and the less the structure. For others the goal must be to reduce distance by increasing dialog. At other times it may be appropriate to design highly structured courses or programs but to limit dialog” (p. 206). “Every program has built into it at least some element of personal choice, even those in which the designers try not to give choice. Courses or programs may be classified by the variable of learner autonomy that is, “by the extent that the learner or the teacher controls the educational processes, especially determining objectives, implementing teaching strategies, and making evaluations” (M&K, 1996, p. 208)

Online Learning Community Shared creation of knowledge Characterized by team creation Instructor as guide Reflective time between comments All-inclusive Given autonomous learners, the online community may be marked by a number of qualities The creation of knowledge dynamically rather than through “permanent” regurgitative sources is primary. These qualities are characterized by the interactions of a team. Such interactions are a different planning problem than didactic teaching, one that is just now being explored. Didactic teaching is less successful online, where as facilitation is seen as a key role. Online communications are characterized by more reflective time between comments (as compared to conversation), and may be described as a shared creation of documents. Also, there are no social barriers, and everyone has an equal change to participate without limits of class time or shyness.

Developing Online Should be a team activity Storyboarding Accounting for administrative needs Need to develop an ID for Online The added complexity, need for up-front development and variety of skills involved calls for the use of design teams in online learning. Of course, this is not the case in academia, where the individual professor is the primary developer, supported some by technical services.

End return to agenda