Creating Robust Environments for Online Learning and Teaching:

Part A- Foundations

Scot Headley, George Fox University

A. Foundations for online learning and teaching include the philosophical, psychological and theoretical bases for developing and delivering effective online instruction.

B. Applications for online learning and teaching include the technological, relational and instructional strategies and techniques helpful for success in effective online instruction

Foundations in our consideration of online teaching and learning:

Institutional and Instructional Considerations

Motivation for learning

Community of Inquiry

Instructional Design

Institutional and Instructional Considerations Consider the following:

•Students protest seemingly inane institutional policies related to institutional technology, library access and social media.

•Institutional Technology administrators faced with difficult decisions regarding selection of supported applications.

•Faculty members who are asked to begin teaching online with no appropriate rationale, prior background or preparation.

Each of these situations (and a myriad of others) creates challenging tension and at times, unresolved difficulties in university efforts at online education.

The Parallel Role and Functions Model provides explanation for the competing and supporting interests, needs and outcomes present in the delivery of online. This model puts forward the notion that for each of the primary participants in university-based online education; the institution, the faculty member and the students, a pair of parallel roles exists.

These roles represent fundamental aspects of higher education institutions, the bureaucratic element and the educational element.

In this model, the university concurrently serves as a facilitating medium for learning (the educational role) and as a self-sustaining system (the bureaucratic role).

The faculty member serves as a guide for learning (the educational role) while at the same time also performs her role as an agent of the institution (a bureaucratic role).

The student, in this model, functions as both a learner (educational role) and as a client of a corporate system (the bureaucratic role).

This model seeks to explore and explain, for example, the following: a.institutional decision making regarding instructional delivery schemes and policies and procedures associated with distance education; b.technological tools used and not used for online education; c.faculty workload and faculty responsibilities in the online education environment; d.preparation of faculty and students to work online; e.financial costs, investments and returns;f.pedagogical assumptions, practices and outcome; andg.relationships between faculty and administration, and faculty and students in the online education milieu.

Educational roles and functions and bureaucratic roles and functions often reflect differing values, needs and goals.

Consider applications such as academic freedom, assessment, marketing, and faculty reward systems in light of this model.

A key function of a bureaucratic system is to maintain itself. A key function of an educational system is individual and community growth.

The functions are not mutually exclusive, and do at times compete with each other.

Instructors are not autonomous and work within a system that requires commitments and investments that at times appear to be counter-productive to the aim of

supporting growth.

Motivation for learning

My students are adults, are responsible, independent and are volunteers in the learning enterprise.

Andragogy is “any intentional and professionally guided activity that aims at a change in adult person” (Knowles, Holton III, & Swanson, 2005, p. 60). One of the definitions of adulthood is that adults are responsible for their own lives and learning.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Burlington, MA: Butterworth-Heinemann.

 

The foundational idea of andragogy is that adults learn differently than children. Basic assumptions include:

(1) Adults need to understand why they should learn something; (2) Adults recognize their personal responsibility for the outcome of their life and operate in a self-directed manner as a result;(3) Adults bring a depth and breadth of experiences to their educational pursuits than do children; (4) Adults pursue learning when faced with life circumstances not previously encountered; (5) Adults' approach to learning is centered around specific tasks or challenges; and (6) Adults are primarily motivated to learn by internal drivers such as self-worth

 Characteristics exhibited by adults related to motivation for learning (Wlodkowski) Relevance is the ultimate criteria for sustaining adult interest.Are critical and self-assured about their judgment of the value of what they are learning.Are reluctant to learn what they cannot endorse by the virtue of its value, usefulness, or contribution to their goalsRequire respect from their teachers as a condition for learning.To want to actively test what they are learning in real work and life settings.Desire to use their experience and prior learning as consciously and as directly as possible while learningDesire to integrate new learning with their life roles

Motivational Framework for Culturally Responsive Teaching  Four strategies, or conditions to establish motivated learning.

Wlodkowski, R. J. (2008). Enhancing adult motivation to learn. A comprehensive guide for teaching adults (third ed.). San Francisco, CA: Jossey-Bass.

Establishing InclusionDeveloping AttitudeEnhancing MeaningEngender competence

Establishing inclusion:Description: Adult learners and teachers desire to feel they are a part of the learning environment by experiencing a sense of mutual respect, harmony, and community as they are connected to each other.Guide question: How do we create or affirm a learning atmosphere in which we feel respected by and connected to one another? Means: collaborative learning, particularly through sharing personal storiesOutcomes: the outcomes of establishing inclusion stretch from experiencing a climate of belonging to increasing learner involvement to neuronal network integration and long-term memory.

Developing attitude:Description: Attitudes are the outgrowth of our engagement in culture and with others. A learning experience forms and shapes attitudes both positively and negatively just as attitudes form and shape a learning experience both positively and negatively.Guide question: How do we create or affirm a favorable disposition toward learning through personal relevance and learner volition? Means: relevant learning goals, particularly learner-directedOutcomes: learners will thrive best when they experience relevance and exercise volition within their cultural contexts.

Enhancing meaning:Description: Culturally responsive teaching allows the learner to understand, to find significance, and to make sense out of learning experiences that in some way connect with the learner’s own experiences.Guide question: How do we create engaging and challenging learning experiences that include learners’ perspectives and values? Means: critical reflection and group discussionOutcomes: enhancing meaning will also increase the learner’s participation in the learning experience.

Engender competence:Description: Adult learning that values praxis and application will lead to competence, for the learner is motivated to apply such learning to his/her cultural context.Guide question: How do we create or affirm an understanding that learners have effectively learned something they value and perceive as authentic to their real world?Means: self assessment and reflectionOutcomes: competency, when expressed through authentic learning experiences, will build the learner’s confidence level.

“critical community of learners where both reflection and discourse are utilized to facilitate the construction of personally meaningful and socially valid knowledge”

Garrison & Anderson, 2007, p. 21

Social Presenc

e

Cognitive

Presence

Teaching Presence

Learning

Experience

http://communitiesofinquiry.com/

Supporting

Discourse

Setting Climate

Selecting

Content

social presence is “the ability of participants in a Community of Inquiry to project themselves socially and emotionally, as ‘real’ people through the medium of communication being used”

Garrison, D. R., & Anderson, T. (2007). E-Learning in the 21st century: A Framework for Research and Practice. New York: RoutledgeFalmer

“the exploration, construction, resolution and confirmation of understanding through collaboration and reflection in a Community of Inquiry”

Teaching presence is “the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes”

Philosophy, Theory, Content, Experience and Need

Instructor’s general educational philosophy

Theory of learning

Content or Field, the theory and logic, the data and relationships

Experience of instructor and students

Need (Institutional, societal, individual and corporate needs of participants)

Instructional Design

Philosophy, Theory, Content, Experience and Need

Objectives

Instructional Design

Philosophy, Theory, Content, Experience and Need

Objectives

Assessment

Instructional Design

Philosophy, Theory, Content, Experience and Need

Objectives

Activities

Assessment

Instructional Design

Assignments (read, react, compose, discuss, etc.)

Philosophy, Theory, Content, Experience and Need

Objectives

Activities

Tools

Assessment

Instructional Design

Assignments (read, react, compose, discuss, etc.)

Forum, live chat, uploaded file, audio, video

Philosophy, Theory, Content, Experience and Need

Objectives

Activities

Tools

Assessment

Instructional Design

Assignments (read, react, compose, discuss, etc.)

Forum, live chat, uploaded file, audio, video

Philosophy, Theory, Content, Experience and Need

Objectives

Activities

Tools

Assessment

Instructional Design

Assignments (read, react, compose, discuss, etc.)

Forum, live chat, uploaded file, audio, video

Philosophy, Theory, Content, Experience and Need

Objectives

Activities

Tools

Assessment

Instructional Design

Assignments (read, react, compose, discuss, etc.)

Forum, live chat, uploaded file, audio, video

Philosophy, Theory, Content, Experience and Need

Objectives

Activities

Tools

Assessment

Instructional Design

Assignments (read, react, compose, discuss, etc.)

Forum, live chat, uploaded file, audio, video

Philosophy, Theory, Content, Experience and Need

Objectives

Activities

Tools

Assessment

Instructional Design

Assignments (read, react, compose, discuss, etc.)

Forum, live chat, uploaded file, audio, video

Foundations for online learning and teaching include the philosophical, psychological and theoretical bases for developing and delivering effective online instruction.

Institutional Considerations, Motivation, Community of Inquiry, Instructional Design

Creating Robust Environments for Online Learning and Teaching:

Part B- Applications

Scot Headley, George Fox University

Applications for online learning and teaching include the technological, relational and instructional strategies and techniques helpful for success in effective online instruction

Technology Relationships Instruction

Good practice in undergraduate education: 1. encourages contact between students and faculty,2. develops reciprocity and cooperation among

students,3. encourages active learning,4. gives prompt feedback,5. emphasizes time on task,6. communicates high expectations, and7. respects diverse talents and ways of learning.

Seven Principles for Good Practice in Effective Undergraduate Education

(Chickering and Gamson, 1987 AAHE Bulletin)

Technology Tools•Email, FTP, Web-based resources (Web 1.0)

•Content Management System (Moodle, Blackboard, Sakai, etc.)

•Web conferencing systems (Adobe Connect, Elumminate, iVocalize, Go to Meeting)

•Multiuser Virtual Environments (Second Life)

•Web 2.0 tools (wikis, blogs, media hosting such as Flickr and YouTube)

•Public content management and community sites such as Google aps, Facebook, Ning, etc.

•Open Educational Resources (Connexions, TED, etc.)

•Chat, Phone over IP, Mobile applications

Salmon’s Model: Stages of Needs of Online Learners

1.Access and Motivation 2.Online Socialization3.Information Exchange4.Knowledge Construction5.Development

Salmon, G. (2000). E-Moderating: The key to teaching and learning online. London: Kogan Page.

Salmon’s Model: Stages of Needs of Online Learners1.Access and Motivation

Student Need: Get connected to course, access support materials, understand purpose and develop motivation.Instructor Response: Provide invitation and welcome, give clear direction regarding access and support. Motivation plan in place.

Specific suggestions: Consistent, well organized system of presenting guidelines and instructions. Multiple communication avenues (email and course site, at least). Provide opportunity for informal exchange of personal information (student lounge, autobiographical statements, photos, etc.) Live gatherings, if possible for relation building and question and answer sessions. Clear and appropriate objectives, assignments and assessment.

Salmon’s Model: Stages of Needs of Online Learners2. Online Socialization

Student Need: Develop a sense of belonging and identity, learn to use the system(s) for accessing information and communication, understand guidelines for behavior.Instructor Response: Modeling appropriate interactivity, making connections between participants and the learning environment, promoting respect.Specific suggestions: Detailed syllabus and guidelines for expectations. Seed discussion areas with examples of postings, provide prompt feedback to initial posts. Encourage off-task communication in a lounge or “getting to know you” space. Redundant communication on expectations.

Salmon’s Model: Stages of Needs of Online Learners3. Information Exchange

Student Need: Select and use information, exchange ideas with others. Appropriately constrain interaction and information retrieval. Instructor Response: Directing effort. Presenting guidelines for interaction, research and assignments. Personalizing course activities. Specific suggestions: Share examples, assessment rubrics. Provide access to information sources, coach on information sources. Respond and interact with discretion.

Salmon’s Model: Stages of Needs of Online Learners4. Knowledge Construction

Student Need: Assert individual views. Make meaning and share new learning. Develop collaborative efforts at knowledge building.Instructor Response: Group building. Facilitating discussion and connecting the conversations with the content.Specific suggestions: Encourage collaboration, provide options on assignment if appropriate. Provide opportunities for demonstration of learning through reflection and application projects. Make introductions of people, resources, ideas.

Salmon’s Model: Stages of Needs of Online Learners5. Development

Student Need: Have and accept responsibility for self-learning. Challenge assumptions regarding process and content.Instructor Response: Openness to challenge. Support for self-directed learning. Troubleshoot technical or process issues.Specific suggestions: Provide appropriate and timely feedback. Check and recheck published information. Monitor discussions closely. Offer ongoing “office hours”.

Communication and Feedback Timelines1.Do not “over-participate” in forum discussions. Respond to conversations where appropriate, to answer direct questions, to clear up misunderstanding or to further a key point.2.Consider offering a general impression of a conversation (a summary and analysis of a discussion as opposed to detailed feedback to every message.3.Establish and publish firm commitments for responding to student communications:

a. Phone and email: 24 hour responseb. Course discussion posting: 3-5 daysc. Assignment feedback: within three days of completed

assignment cycle. I use either 2 or 3 week assignment cycles or “sessions”.

Suggestions for Success

•Instructors invest more time working with smaller sections of students.

•Instructors take an active role in pursuing lurkers or non-participants.

•Course planning and syllabi allow time for relationship building and reflection as primary activities of the course.

•Depth of learning is a desired outcome, as much as or more than breadth.

•Interaction amongst the participants is rewarded in the formal assessment of the course.

Suggestions for Success

•Instructors model commitment to relationships through prompt and respectful replies to inquiries and discussion.

•Personal and technical needs and concerns of students are attended to and addressed appropriately.

•The instructor invites interactions outside of the formal course space.

•Feedback is prompt and readily available.

Social Presenc

e

Cognitive

Presence

Teaching Presence

Learning

Experience

http://communitiesofinquiry.com/

Supporting

Discourse

Setting Climate

Selecting

Content

Instructional design and organization◦Setting Curriculum◦Designing Methods◦Establishing Time Parameters◦Utilizing Medium Effectively◦Establishing Netiquette

Facilitating Discourse◦ Identifying Areas of Agreement/Disagreement◦ Seeking to Reach Consensus/Understanding◦ Encouraging, Acknowledging, or Reinforcing Student

Contributions◦ Setting Climate for Learning◦ Drawing in Participants, Prompting Discussions◦ Assess the Efficacy of the Process

Direct Instruction◦ Present content/questions◦ Focus the discussion on specific issues◦ Summarize the discussion◦ Confirm understanding through assessment and

explanatory feedback◦ Diagnose misconceptions◦ Inject knowledge from diverse sources (Textbooks,

articles, internet, personal experiences, etc)◦ Responding to technical concerns

Assumptions

•Asynchronous vs. Synchronous elements

•Fully online vs. Hybrid or Mixed Delivery

•Orientation of Instructor regarding Nature of Learning, Role of Instructor, Role of Student

•Activities (Reading, writing, discussing, building of…, demonstrating, presenting

•Level of intellectual Activity (see Bloom)

•Relationships: Student to student, Student to content, student to teacher, student to group

Remembering: can the student recall or remember the information?

Understanding: can the student explain ideas or concepts?

Applying: can the student use the information in a new way?

Analysing: can the student distinguish between the different parts?

Evaluating: can the student justify a stand or decision?

Creating: can the student create new product or point of view?

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Bloom’s Taxonomy (updated)