evidence-based best practices for interactive online learning environments dr. curtis j. bonk...

Evidence-Based Best Practices for Interactive

Online Learning Environments

Dr. Curtis J. Bonk Associate Professor, Indiana University

President, CourseShare.comhttp://php.indiana.edu/~cjbonk,

cjbonk@indiana.edu

Tons of Recent Research

Not much of it

...is any good...

Problems and Solutions

(Bonk, Wisher, & Lee, in review)

1. Tasks Overwhelm and confuse

2. Too Nice Due to Limited History

3. Lack Justification4. Too much data5. Communities not

easy to form

Train, be clear, structure due dates

Develop roles and controversies

Train back up claims

Use Email Pals Embed

Informal/Social

Benefits and Implications

(Bonk, Wisher, & Lee, in review)

1. Shy open up online2. Minimal off task3. Delayed collab more

rich than real time4. Students can

generate lots of info5. Minimal disruptions6. Extensive E-Advice7. Excited to Publish

Use async conferencing Create social tasks Use Async for debates;

Sync for help, office hours

Structure generation and force reflection/comment

Foster debates/critique Find Experts or Prac. Ask Permission

Basic Distance Learning Finding?

• Research since 1928 shows that DL students perform as well as their counterparts in a traditional classroom setting.

Per: Russell, 1999, The No Significant Difference Phenomenon (5th Edition), NCSU, based on 355 research reports.

http://cuda.teleeducation.nb.ca/nosignificantdifference/

Online Learning Research Problems (National Center for Education Statistics,

1999; Phipps & Merisotos, 1999; Wisher et al., 1999).

Anecdotal evidence; minimal theory. Questionable validity of tests. Lack of control group. Hard to compare given different

assessment tools and domains. Fails to explain why the drop-out

rates of distance learners are higher.

Does not relate learning styles to different technologies or focus on interaction of multiple technologies.

Online Learning Research Problems

(Bonk & Wisher, 2001)

• For different purposes or domains: in our study, 13% concern training, 87% education

• Flaws in research designs- Only 36% have objective learning

measures- Only 45% have comparison groups

• When effective, it is difficult to know why- Course design?- Instructional methods?- Technology?

Evaluating Web-Based Instruction: Methods and

Findings (41 studies)(Olson & Wisher, in review)

Year of Publication

02468

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1996 1997 1998 1999 2000 2001

Year

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Evaluating Web-Based Instruction: Methods and

Findings(Olson & Wisher, in review)

“…there is little consensus as to what variables should be examined and what measures of of learning are most appropriate, making comparisons between studies difficult and inconclusive.”

e.g., demographics (age, gender), previous experience, course design, instructor effectiveness, technical issues, levels of participation and collaboration, recommendation of course, desire to take add’l online courses.

Evaluating Web-Based Instruction: Methods and

Findings(Olson & Wisher, in review)

Variables Studied:1. Type of Course: Graduate (18%) vs.

undergraduate courses (81%)2. Level of Web Use: All-online (64%) vs.

blended/mixed courses (34%)3. Content area (e.g., math/engineering

(27%), science/medicine (24%), distance ed (15%), social science/educ (12%), business (10%), etc.)

Other data:a. Attrition data collected (34%)b. Comparison Group (59%)

Different Goals… Making connections Appreciating different

perspectives Students as teachers Greater depth of discussion Fostering critical thinking online Interactivity online

Wisher’s Wish List Effect size of .5 or higher in

comparison to traditional classroom instruction.

Web Based Instruction

CBIKulik [8]

CBILiao [18]

Average Effect Size

.31 .32 .41

Number of Studies

11 97 46

Electronic Conferencing: Quantitative Analyses

Usage patterns, # of messages, cases, responses

Length of case, thread, response Average number of responses Timing of cases, commenting,

responses, etc. Types of interactions (1:1; 1: many) Data mining (logins, peak usage, location,

session length, paths taken, messages/day/week)

Electronic Conferencing: Qualitative Analyses

General: Observation Logs, Reflective interviews, Retrospective Analyses, Focus Groups

Specific: Semantic Trace Analyses, Talk/Dialogue Categories (Content talk, questioning, peer feedback, social acknowledgments, off task)

Emergent: Forms of Learning Assistance, Levels of Questioning, Degree of Perspective Taking, Case Quality, Participant Categories

Overall frequency of interactions across chat categories (6,601

chats).

On-Task55%Social

30%

Mechanics15%

0%

10%

20%

30%

40%

50%

60%

70%

Month 1,2 Month 3,4 Month 5,6

On-Task Social Mechanics

Research on Instructors Online If teacher-centered, less explore, engage,

interact (Peck, and Laycock, 1992) Informal, exploratory conversation fosters

risktaking & knowledge sharing (Weedman, 1999) Four Key Acts of Instructors:

pedagogical, managerial, technical, social (Ashton, Roberts, & Teles, 1999)

Instructors Tend to Rely on Simple Tools (Peffers & Bloom, 1999)

Job Varies--Plan, Interaction, Admin, Tchg (McIsaac, Blocher, Mahes, & Vrasidas, 1999)

Network Conferencing Interactivity (Rafaeli & Sudweeks, 1997)

1. > 50 percent of messages were reactive.2. Only around 10 percent were truly

interactive. 3. Most messages factual stmts or opinions4. Frequent participators more reactive than

low.5. Interactive messages more opinions &

humor.6. More self-disclosure, involvement, &

belonging.7. Attracted to fun, open, frank, helpful,

supportive environments.

Week 4Scattered Interaction (no starter):Starter Centered Interaction:

Collaborative Behaviors(Curtis & Lawson, 1997)

Most common were: (1) Planning, (2) Contributing, and (3) Seeking Input.

Other common events were:(4) Initiating activities,(5) Providing feedback,(6) Sharing knowledge

Few students challenge others or attempt to explain or elaborate

Recommend: using debates and modeling appropriate ways to challenge others

Online Collaboration Behaviors by Categories (US

and Finland)

BehaviorCategorie

s

Conferences (%)

Finland U.S. Average

Planning 0.0 0.0 0.0Contributin

g 80.8 76.6 78.7

Seeking Input 12.7 21.0 16.8

Reflection/Monitoring 6.1 2.2 4.2

SocialInteraction 0.4 0.2 0.3

Total 100.0 100.0 100.0

Dimensions of Learning Process

(Henri, 1992)

1. Participation (rate, timing, duration of messages)

2. Interactivity (explicit interaction, implicit interaction, & independent comment)

3. Social Events (stmts unrelated to content)

4. Cognitive Events (e.g., clarifications, inferencing, judgment, and strategies)

5. Metacognitive Events

Some Findings (see Hara, Bonk, & Angeli, 2000)

Social (in 26.7% of units coded) social cues decreased as semester

progressed; messages became less formal

Cognitive (in 81.7% of units) More inferences & judgments than

clarifications

Metacognitive (in 56% of units) More reflections on exper & self-

awareness Some planning, eval, & regulation & self

q’ing

Cognitive Skills Displayed in Online Conferencing

05

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Perc

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Uni

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Cognitive Skills

Surface vs. Deep Posts(Henri, 1992)

Surface Processing making judgments

without justification, noting that one

shares stated ideas or opinions

repeating what said asking irrelevant q’s i.e., fragmented,

narrow, and somewhat trite.

In-depth Processing linked facts and ideas offered new

information discussed advantages

& disadvantages Made judgments

supported by examples or justification

i.e., more integrated, weighty, and refreshing.

Level of Cognitive Processing: All Posts

Surface33%

Deep55%

Both12%

Surface

Deep

Both

Critical Thinking (Newman, Johnson, Webb & Cochrane, 1997)

Used Garrison’s five-stage critical thinking model Critical thinking in both CMC and FTF envir. Depth of critical thinking higher in CMC envir.

More likely to bring in outside information Link ideas and offer interpretations, Generate important ideas and solutions.

FTF settings were better for generating new ideas and creatively exploring problems.

Unjustified Statements (US)

24. Author: Katherine

Date: Apr. 27 3:12 AM 1998

I agree with you that technology is definitely taking a large part in the classroom and will more so in the future…

25. Author: Jason Date: Apr. 28 1:47 PM 1998

I feel technology will never over take the role of the teacher...I feel however, this is just help us teachers...

26. Author: Daniel Date: Apr. 30 0:11 AM 1998

I believe that the role of the teacher is being changed by computers, but the computer will never totally replace the teacher... I believe that the computers will eventually make teaching easier for us and that most of the children's work will be done on computers. But I believe that there…

Study #3. Fall, 1997

UnsupportedSocialJustifiedExtension

Indicators for the Quality of Students’ Dialogue

(Angeli, Valanides, & Bonk, in press)

ID Indicators Examples

1 Social acknowledgement/Sharing/Feedback

hHello, good to hear from you; I agree, good point, great idea

2 Unsupported statements (advice)

II think you should try this…. This is what I would do…· 

3 Questioning for clarification and extend dialogue

cCould you give us more info? …explain what you mean by…?

4 Critical thinking, Reasoned thinking-judgment

·I disagree with X, because in class we discussed….I see the following disadvantages to this approach….

Social Construction of

Knowledge (Gunawardena, Lowe, & Anderson, 1997)

Five Stage Model1. Share ideas,2. Discovery of Idea Inconsistencies, 3. Negotiate Meaning/Areas Agree, 4. Test and Modify,5. Phrase Agreements

In global debate, very task driven. Dialogue remained at Phase I: sharing info

Social Constructivism and Learning

Communities Online (SCALCO) Scale. (Bonk & Wisher, 2000)

___ 1. The topics discussed online had real world relevance.

___ 2. The online environment encouraged me to question ideas and perspectives.

___ 3. I received useful feedback and mentoring from others.

___ 4. There was a sense of membership in the learning here.

___ 5. Instructors provided useful advice and feedback online.

___ 6. I had some personal control over course activities and discussion.

Evaluation…

16 Evaluation Methods1. Formative Evaluation2. Summative Evaluation3. CIPP Model Evaluation

(Context, Input, Process, Product)

4. Objectives-Oriented Eval5. Marshall & Shriver's 5

Levels (Self, Materials, Curric, Modules, Transfer)

6. Bonk’s 8 Part Eval Plan7. Kirkpatrick’s 4 Levels 8. Return on Invest Level 5

9. Level 6 budget and stability of team.

10. Level 7 e-learning champion(s) promoted

11. Cost/Benefit Analysis12. Time to Competency 13. Time to Market14. Return on Expectation15. AEIOU: Accountability,

Effectiveness, Impact, Organizational Context, U = Unintended Consequences

16. Consumer-Oriented Evaluation

My Evaluation Plan…

Considerations in Evaluation Plan

1. Student

2. Instructor

3. Training

4. Task5. Tech Tool

6. Course

7. Program

8. University or

Organization

1. Measures of Student Success

(Focus groups, interviews, observations, surveys, exams, records)

Positive Feedback, Recommendations Increased Comprehension, Achievement High Retention in Program Completion Rates or Course Attrition Jobs Obtained, Internships Enrollment Trends for Next Semester

1. Student Basic Quantitative Grades, Achievement Number of Posts Participation Computer Log Activity—peak usage,

messages/day, time of task or in system

Attitude Surveys

1. Student High-End Success

Message complexity, depth, interactivity, q’ing

Collaboration skills Problem finding/solving and critical

thinking Challenging and debating others Case-based reasoning, critical

thinking measures Portfolios, performances, PBL

activities

2. Instructor Success High student evals; more

signing up High student completion rates Utilize Web to share teaching Course recognized in tenure

decisions Varies online feedback and

assistance techniques

3. TrainingOutside Support

Training (FacultyTraining.net) Courses & Certificates (JIU, e-education) Reports, Newsletters, & Pubs Aggregators of Info (CourseShare, Merlot) Global Forums (FacultyOnline.com; GEN) Resources, Guides/Tips, Link

Collections, Online Journals, Library Resources

3. TrainingInside Support…

Instructional Consulting Mentoring (strategic planning $) Small Pots of Funding Facilities Summer and Year Round Workshops Office of Distributed Learning Colloquiums, Tech Showcases, Guest

Speakers Newsletters, guides, active learning grants,

annual reports, faculty development, brown bags

RIDIC5-ULO3US Model of Technology Use

4. Tasks (RIDIC): Relevance Individualization Depth of Discussion Interactivity Collaboration-Control-Choice-

Constructivistic-Community

RIDIC5-ULO3US Model of Technology Use

5. Tech Tools (ULOUS): Utility/Usable Learner-Centeredness Opportunities with Outsiders Online Ultra Friendly Supportive

6. Course Success Few technological glitches/bugs Adequate online support Increasing enrollment trends Course quality (interactivity

rating) Monies paid Accepted by other programs

7. Online Program or Course Budget (i.e., how pay, how large is course, tech fees charged, # of courses, tuition rate, etc.)

Indirect Costs: learner disk space, phone, accreditation, integration with existing technology, library resources, on site orientation & tech training, faculty training, office space

Direct Costs: courseware, instructor, help desk, books, seat time, bandwidth and data communications, server, server back-up, course developers, postage

8. Institutional Success

E-Enrollments from new students, alumni, existing students

Additional grants Press, publication, partners,

attention Orientations, training, support

materials Faculty attitudes Acceptable policies (ADA compliant)

BestPractices?

Part I. Best Practices:Who are some of the key scholars and players…???

Karen Lazenby, Instructor Qualities, Deputy-Director, Telematic Learning and Education Innovation (now Director, Client Service Center)(University of Pretoria, Nov., 2001, klazenby@tsamail.trsa.ac.za)

Flexible to shift between roles Patient, responsive Friendly, positive, supportive Limit lecture Publish best student work Set clear rules for posting and

interaction Involve outside experts

Online Teaching SkillsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

Technical: email, chat, Web development Facilitation: engaging, questioning, listening,

feedback, providing support, managing discussion, team building, relationship building, motivating, positive attitude, innovative, risk taking

Managerial: planning, reviewing, monitoring, time management

================================== From provider of content to designer of

learning experiences. From solitary teacher to team member

Ron Oliver, Edith Cowen University, Collab &

Constructivist Web Tasks (McLoughlin & Oliver, 1999; Oliver & McLoughlin, 1999))

1. Apprenticeship: Q&A; Ask an Expert forums.2. Case-Based and Simulated Learning:

exchange remote views; enact events online.

3. Active Learning: Design Web pages & databases.

4. Reflective/Metacognitive Learning: Reflect in online journals, bulletin boards

5. Experiential Learning: Post (articulate ideas) to discussion groups

6. Authentic Learning: PBL, search databases

John Hedberg, Singapore (was at Univ of Wollongong) RILE Monograph (2001) Online Envir.

Learner must be active in learning process Provide variety of contexts and viewpoints Learning is a process of construction Immerse learners in authentic contexts Reflective thinking is the ultimate goal Learning involves social negotiation Need to develop realistic strategic,

pedagogical, & commercial models for online learning

E-Moderating by Gilly Salmon

(Salmon, (1999) Kogan Page; G.K.Salmon@open.ac.uk)

1. Know when to stay silent for a few days.2. Close off unproductive conferences.3. Variety of relevant conference topics.4. Deal promptly with dominance, harassment.5. Weave, archive, co-participate, acknowledge6. Provide sparks or interesting comments.7. Avoid directives and right answers.8. Support others for e-moderator role.

Robyn Mason’s (1991) 3 Roles(The Open University; r.d.mason@open.ac.uk)http://iet.open.ac.uk/pp/r.d.mason/main.html

Organizational—set agenda, objectives, timetable, procedural rules Patience, vary things, spur discussion,

invites Social—welcome, thank, provide feedback, and

set generally positive tone Reinforce good things, invite to be candid

Intellectual—probe, ask q’s, refocus, set goals, weave comments, synthesize comments Know when to summarize and to leave alone

Morton Paulsen’s Pedagogical Techniques(Morton Paulsen, 1995, The Online Report on Pedagogical Techniques for Computer-Mediated Communication; morten@nki.no)

1. Collective databases, Access to Online Resources

2. Informal socializing (online cafes)3. Seminars (read before going online)4. Public tutorials5. Peer counseling, learning partnerships

(Online Support Groups)6. Simulations, games, and role plays7. Free Flowing Discussions/Forums8. Email interviews9. Symposia or speakers on a theme10. The notice board (class announcements)

PROF. DR. BETTY COLLISUniversity of Twente (UT) , Faculty of Educ Science & Technology (TO); collis@edte.utwente.nl

Lead successful development and implementation of the TeleTOP (http://teletop.edte.utwente.nl) Web-based course-management system (1997), now in use throughout university and beyond.

Learning is active, collaborative, construction, and contribution (i.e., learner-centered)

Give learner support tools & options

Ideal Environment of Synchronous Trainer by Jennifer

Hoffman(Insync Training, jennifer@insynctraining.com)

A private, soundproof room. High-speed connection; telephone;

powerful computer; additional computer; tech support phone #

Studio microphone and speakers A “Do Not Disturb” sign Near restroom; pitcher of water

Zane Berge’s Pedagogical Recs

(Zane Berge, 1995, The role of the online instructor/facilitator; berge@umbc.edu)

Draw attention to conflicting views Don’t expect too much/thread Do not lecture (Long, coherent

sequence of comments yields silence)

Request responses within set time Maintain non-authoritarian style Promote private conversations

Linda Harasim, Online Collab Learning

Simon Fraser University, linda_harasim@sfu.ca

In 1985, Dr. Harasim was one of the first to teach a totally online graduate course. The following year, she and her colleagues at the Ontario Institute for Studies in Education delivered the first professional development courses taught online.

Harasim, L. (2001). Shift Happens: Online Education as a New Paradigm in Learning. The Internet and Higher Education, 3(1). Elsevier Science, New York, NY

Harasim, L.. The Virtual University: A State of the Art. Advances in Computers, Book Series - Volume 54. Academic Press, London, UK.

The Sharp Edge of the Cube: Pedagogically Driven Instructional Design for Online

EducationSyllabus Magazine, Dec, 2001, Nishikant Sonwalkar

five functional learning styles—apprenticeship, incidental, inductive, deductive, discovery.

http://www.syllabus.com/syllabusmagazine/article.asp?id=5858

Dealing with Online Students(Vanessa Dennen, San Diego State Univ)

Students don’t participate Because it isn’t required Because they don’t know what is

expectedStudents all participate at last minute

Because that is what was required Because they don’t want to be the

firstInstructor posts at the last minute

Just a Lot of Bonk(Curt Bonk, Indiana University)

Variety: tasks, topics, participants Interaction extends beyond class Make learners are also teachers Allow multiple ways to succeed Embed personalization and choice Clarity and easy to navigate course

Instructor Tips Archive work, repurpose it, use it Take a course online—be a student Conduct usability testing and

simplify Schedule someone due early in

course Market/Share what do Find a tech mentor Be flexible

What do we need???

FRAMEWORKS!!!

1. Reflect on Extent of Integration:The Web Integration Continuum

(Bonk et al., 2001)

Level 1: Course Marketing/Syllabi via the WebLevel 2: Web Resource for Student ExplorationLevel 3: Publish Student-Gen Web ResourcesLevel 4: Course Resources on the WebLevel 5: Repurpose Web Resources for Others================================Level 6: Web Component is Substantive & GradedLevel 7: Graded Activities Extend Beyond ClassLevel 8: Entire Web Course for Resident StudentsLevel 9: Entire Web Course for Offsite StudentsLevel 10: Course within Programmatic Initiative

2. Reflect on Interactions:Matrix of Web Interactions

(Cummings, Bonk, & Jacobs, 2002)

Instructor to Student: syllabus, notes, feedback

to Instructor: Course resources, syllabi, notes

to Practitioner: Tutorials, articles, listservs

Student to Student: Intros, sample work, debates

to Instructor: Voting, tests, papers, evals.

to Practitioner: Web links, resumes

Practitioner to Student: Internships, jobs, fieldtrips

to Instructor: Opinion surveys, fdbk, listservs

to Practitioner: Forums, listservs

3.

Study of Four Classes(Bonk, Kirkley, Hara, & Dennen, 2001)

Technical—Train, early tasks, be flexible, orientation task

Managerial—Initial meeting, FAQs, detailed syllabus, calendar, post administrivia, assign e-mail pals, gradebooks, email updates

Pedagogical—Peer feedback, debates, PBL, cases, structured controversy, field reflections, portfolios, teams, inquiry, portfolios

Social—Café, humor, interactivity, profiles, foreign guests, digital pics, conversations, guests

Some Final Advice…

Or Maybe Some Questions???