Theories Guiding E-Learning Principles of Adult Learning Teaching and Learning Theory Cognitive Learning Theory Social Learning Theory Instructional Design

Theories Guiding E-Learning Principles of Adult Learning

Adult Learning Principles Adult learners are autonomous and prefer to be self-directed Adult learners are goal orientated focused more on the problem solving than subject Adult learners come with a wealth of knowledge and experience Adult learners must see the need or relevancy for the learning Adult learners are intrinsically motivated to learn Adult learners need to feel comfortable, respected, and free to express their opinion

Applying Adult Learning Principles to E-Learning Ensure learning material is relevant and based on the needs of the learner Build opportunity to draw on personal experiences that the learner bring to the e-learning environment Promote the options for self paced learning Provide variety of media to appeal to various learning styles especially for longer and more formal programs

Applying Adult Learning Principles to E-Learning Provide for the learner to entry and exit into e-learning programs as they wish Use stories or narratives to personalize training Provide opportunity for learners to collaborate and communicate Provide for immediate feedback and ability to track their own success

Teaching and Learning Theories Theories Guiding E-Learning Teaching and Learning Theories

Teaching & Learning Principles E-learning is not appropriate for all situations and is not for everyone Teaching and learning through e-learning is different from traditional classroom teaching Cannot simply transfer traditional instructional material to e-learning Needs to be designed building on the principles of adult learning The control of learning shifts from the educator to the learner

Applying Teaching and Learning Theory to E-learning Educators will require advanced computer skills, instructional design skills and e-learning authoring skills Educators will need to utilize a constructivist perspective in designing instructional material – in which the learner is able to construct meaning or make sense of the learning experience Need to ensure a learner-centered approach is used

Applying Teaching and Learning Theory to E-learning Provide the learner with options and variety in pace, place, time and style of presentation and interaction Instruction will need to utilize a variety of learning experiences for the same content Incorporate learners being knowledgeable of learning styles and how to design learning material to meet the variety of learning needs

Theories Guiding E-Learning Cognitive Learning Style

Cognitive Learning Theory Cognitive learning involves the mental process of receiving and processing information Learning is meaningful when it relates to concepts the learner already knows and understands Adults need to be able to impose their own idea of structure on the learning material

Cognitive Learning Theory Some cognitive styles have more global approach and can easily navigate through the e-learning system and concentrate on the learning Other cognitive styles become overwhelmed and disoriented with navigating the system and have difficulty with the learning material

Cognitive Load E-learning requires users to perform multiple tasks simultaneously: Navigate the e-learning system Attend to the learning content If learners have to focus more on navigating the system this will reduce the focus on learning If the learner focuses more on the learning material and less on navigating the system the learner may feel disorientated

Applying Cognitive Learning Theory to E-Learning Ensure learning material is relevant by critically analyzing previous knowledge, conceptions and basic assumptions Customize the instructional material to meet learners preferences Provide training on navigating the e-learning system prior to starting the learning to reduce cognitive overload Utilize a variety of methods to provide the same instruction to keep learners motivated and engaged

Applying Cognitive Learning Theory to E-Learning Build less linear structure by using hyperlinks Utilize the element of entertainment, such as story telling to keep the learner interested and engaged Learning games helps the learner to relax which promotes learning

Multimedia Principle In presenting instructional material consider: Using both graphics and text rather than text alone Graphics add cognitive value and provide further explanation The learner constructs relationships between text and graphics allowing a deeper and more active processing of learning

Contiguity Principle Text should be placed next to graphics rather than underneath it or separated requiring scrolling or linkages Locating the graphic and text near each other allows the learner to focus on the learning and not on navigating the system

Modality Principle In presenting instructional material consider: Using audio instead of only text whenever appropriate Learners are likely to manage and integrate more information when presented in both text and audio Splitting the learning material between the visual and auditory senses helps to prevent overload

Personalization Principle In presenting instructional material consider: Being less formal, more conversational tone in instructional design Utilizing first and second person allows the learner to connect with the content Use of online aids, such as help lines, or virtual coaches reduces tension and helps the learner to engage in the learning material

Theories Guiding E-Learning Social Learning Theory

Social Learning Theory People learn from observing and interacting with others Learning is a function of the interaction of the person, the environment and the behavior E-learning has its own distinct social structure and can strongly influence the learning and the satisfaction with the learning method

Applying Social Learning Theory to E-Learning Build opportunity for the learners to interact within or outside of the e-learning environment Educators should plan to be a part of online discussion by posing questions and introducing topics Learner feedback on discussion questions is encouraged and they are prompted to pose questions of their own Learners should be aware of the participation requirements of the course at the outset especially if being graded on this

Applying Social Learning Theory to E-Learning The Educator should provide immediate feedback and online support to the learner Build opportunity for active discussion among learners Learners report that support from their educators and fellow students is very important to keeping them engaged in learning

Theories Guiding E-Learning Instructional Design

Instructional Design You will need to apply a systematic approach to instructional design. For example, the ADDIE approach which include the phases of: Analysis Design Develop Implement Evaluate

Instructional Design Each phase has a number of important steps in designing courses. We will only discuss those elements in each phase that can potentially enhance e-learning effectiveness

Analysis You will need to assess: The problem, who is affected by the problem, how they are affected, and what results are to be achieved by the instruction The nature of the intended training, context and desired outcome of the learning Is this training appropriate for e-learning Remember: e-learning is not suitable for learning that require excessive amount of reading or has mostly practical content

Analysis You will need to assess: The learning environment for capacity for e-learning The learner will need dedicated time, space and computer access The learner will need to feel supported to participate in e-learning during work hours

Analysis You will need to assess: The learners readiness to engage in e-learning General assumptions: Younger generations are more technically literate, more motivated, and less anxious when attending e-learning Younger generations are focused on specific learning outcomes Older generations have a positive attitude towards training but lack the confidence to attempt e-learning independently Older generations are more focused on problem solving and applying the learning to their work

Analysis You will need to assess The pre-requisite knowledge and skill in using computers Basic computer skills The need for training to be able to navigate the e-learning system How to navigate the e-learning system

Analysis You will need to assess: The learners profile and their learning requirements Individual learning styles Prior knowledge and experience

ADDIE systematic approach Instructional Design ADDIE systematic approach Analysis Design Develop Implement Evaluate

Design You will need to: Design learning objectives that specify what the program should achieve, what the learners should know or be able to do upon completion, and what the experience should look like for the learner

Design You will need to: Design features that will help motivate the learner to engage in the e-learning experience Design the amount of flexibility the learner will need to complete the course Remember, these features are often hard to design as it varies from learner to learner. The learner profile obtained in the analysis phase will be helpful

Design You will need to: Design the timing for the learning experiences Synchronous - live, real time Need to be well designed and meaningful Provides for social interaction Asynchronous – pre-recorded for anytime, anywhere learning. Appropriate for short stand alone programs Provides for reflection which helps to promote relevancy Blended – utilizes a combination of synchronous, asynchronous and face-to-face, e.g. classroom, labs, etc more appropriate for long term, formal instruction through e-learning

ADDIE systematic approach Instructional Design ADDIE systematic approach Analysis Design Develop Implement Evaluate

ADDIE Systematic Approach The steps of ‘develop’ and ‘implement’ are very closely connected and will be discussed together in this course.

Develop and Implement You will need to: Develop and implement the e-learning content Based on the learning objectives Based on the analysis of the learning environment Based on the analysis of the learner profiles

Develop and Implement You will need to: Determine the right balance between flexibility and control over performance Some learners like having the option of when and where to learn Other learners need to have expectations set in advance with progress tracked and monitored regularly

Develop and Implement You will need to: Develop and implement the cognitive elements Right mix of text, graphic, audio, video, etc. Utilizing a variety of multimedia modalities

Develop and Implement You will need to: Develop and implement the social elements of: Providing opportunity for educator: learner interaction, e.g. e-mail, discussion groups Providing opportunities for learner: learner interaction, e.g. e-learning group work Providing opportunities to prevent social isolation, e.g. establishing learning circles outside of e-learning as a means for learners to communicate and share

Theories Guiding E-Learning Instructional Design

ADDIE systematic approach Instructional Design ADDIE systematic approach Analysis Design Develop Implement Evaluate

Evaluation There are no clear evaluation criteria or quality standards set for e-learning However, many of the evaluation mechanisms for traditional learning can be applied

Evaluate You will need to: Build reinforcement strategies Milestones are set and measured Meaningful feedback is provided to the learner regularly and timely Learners are able to track their own progress and successes

Evaluate You will need to: Develop an evaluation strategy Formative – done with a small group of learners to measure the effectiveness of the e-learning course material and methodology Summative – measures the effectiveness of the e-learning course in achieving the learning objectives

Evaluate You will need to: Evaluate the learner’s acceptance of e-learning. Some areas to consider when evaluating: Learners attitude towards e-learning Perceived ease of use Perceived usefulness

Evaluate You will need to: Evaluate the e-learning environment as a viable method of learning Employee satisfaction surveys with e-learning Accessibility Evaluate the effectiveness of e-learning for organizations Return on investment, cost effective Improved employee performance

Evaluate The research demonstrates that influences from media, friends, family, peers, and coworkers can shape user perception regarding new technologies and influence acceptance behavior. (Bhattacherjee & Sanford, 2006)