Problems with online learning are systemic, not technical Stewart Hase and Allan Ellis Southern Cross University, Australia 報告者：楊美菁 2003/12/15

Editor’s introduction Moving from teacher controlled to learner-controlled learning, not about moving from traditional to online learning. Two major issues: Learner-managed learning arising from the experience of developing Delivering an online undergraduate degree at Southern Cross University in New South Wales Examines some potentially useful learning for the programmer’s ongoing development.

A journey in distance education Lifelong learning, learning-managed learning and capability. Educational programmes online be underpinned by three principal factors: Economics ， fascination with technology and pedagogy. The gap between our understanding of how people can best learn online and the design of courses.(Foley and Schuck, 1998) Technological and pedagogical (distance education) Learning how to provide courses by distance education was asisted by pioneers such as Knowles (1970) and Rowntree (1974) Flexible delivery & distributed learning Hase and Kenyon(2000): self-directed learning Interactive learning environments increase the control of the learner with increasing motivation through self-directedness

Pedagogical issues How to make the paradigm shift away from teacher- centred to Commey and Stephenson’s SE quadrant( learner control of open-ended strategic learning)-heutogogical approaches Self-managed learning Online delivery is constructivist

Interaction Print-based distance learning :teleconference Web-based learning shells: synchronous 、 asynchronous interaction ( 、 chat rooms) Some challenges to be overcome before learners and lecturers alike can maximize the full communication potential of online learning. Communicating well in writing is a complex skill.( sending ,chat room) How learners are stimulated to become involved in discussions. (managing online discussion)

Access to data Guiding principle of online learning programmes is easy access to learning materials. Independent learner is to know where to get information Lecturers provide many resources and prescribe web sites and list the addresses as part of the course materials. Independent learners who need to be encouraged to do their own searching rather than being directed to what the lecturer perceives to be important.

Assessments Teacher-directed focus tend to use strategies such as providing commentary, organizing learning week by week, providing activities to be done sequentially, and mounting slide presentations. Learning-managed approaches: Negotiation of course objectives and assessment The use of assessment rather than course content as the focus for learning Summaries of major concepts and learner freedom to pursue topics of interest Formative assessment Creative questioning that covers a broad rather than a narrow field of interest The capacity to free learners to search for learning resources,with guidance as appropriate, rather than supplying all learning materials Team approaches to assessment The use of real life applications of learning.

Assessments (Cont.) Online learning provide competency, independent learning skills, self-efficacy, creativity, working in teams, and using competences in novel as well as familiar circumstances. Online learning requires careful consideration of: Curriculum design that develops these characteristics of capability and is flexible enough to cater for the individual learner’s current capability A shift in thinking by lectures and instructional designers towards more learner-centred approaches to course development Greater flexibility in assessment that goes beyond teaching people how to write assignments Incorporating but going beyond constructivist approaches How to enhance the potential for learner creativity

Alignment Aligning the expectations of learners, lectures and administrators Various clusters of elements that are necessary for any given mode The human resource development and leadership literature has for many years recognized alignment as a key aspect of strategic change. The level of alignment of the elements determines the extent to which strategy, structure and culture creates an environment that facilitates the achievement of organizational goals.(Semler,1997) Three major stakeholders in developing an online programme: learners, lectures and the administrators. A model could be built for any organization moving from traditional modes of education to online education and that the model should identify stakeholders, key issues and the level of understanding/skill/resources that are present.

Conclusion There is still a lot to learn about how to get the best out of an evolving medium. Two key issues that affect the development of online learning The dominance of teacher-centred approaches that needs to be challenged Alignment of the needs of all stakeholders in the design and delivery of courses.