Moving From the Present State of E-Learning to Online

Communities of Learners

Curt Bonk, Ph.D., cjbonk@indiana.eduIndiana University and CourseShare.com

http://CourseShare.com

http://php.indiana.edu/~cjbonk

A Vision of E-learning for America’s Workforce, Report of the Commission on Technology and Adult Learning, (2001, June)

• A remarkable 84 percent of two-and four-year colleges in the United States expect to offer distance learning courses in 2002” (only 58% did in 1998) (US Dept of Education report, 2000)

• The percentage of post-secondary students enrolled in distance ed is expected to triple from just 5 percent in 1998 to 15 percent in 2002.

The Market is Exploding!

“IDC expects the market to double in size every year through 2003 when the total e-learning market will reach $11.5 billion. Corporations are particularly interested in training their employees in soft skills (leadership, sales, etc.)…growing at twice the rate of IT training.”

Steven McWilliam (2000), e-learning, 1(2), p. 48. (same numbers from Merrill Lynch)

Software and hardware

customers e-learn the ropes, Scott Tyler Shafer, Red Herring, Feb. 13, 2001

• “Since Cisco is looking to educate 800,000 people globally, the classroom model wasn’t feasible. …Cisco selected and certified 120 partner training companies…”

• “Oracle says it has 1,000 developers signing up every day to take courses over the company’s Web Oracle Network (OLN)…estimates it will train 2.5 million engineers in 2001.” (this was only 500,000 in 2000)

How the Internet Will Help Large-Scale Assessment Reinvent Itself

(2001, Feb). Education Policy Analysis Archives, Volume 9 Number 5, By Randy Elliot Bennett, Educational Testing Service, U.S.A.

• In the same way that the Internet is already helping to revolutionize commerce, education, and even social interaction, this technological advance will help revolutionize the business and substance of large-scale assessment.

Part I. The State of E-Learning in Higher Education in U.S.

http://PublicationShare.com

Survey #1: 222 College Faculty(Early Adopters of the Web)

Survey Limitations

• Sample pool

• Dated information

• Many were Web savvy

• The Web is changing rapidly

• Lengthy survey

• Some were administrators

• Does not address all issues

Higher Education Fantasies

• Faculty just need a bit more training.

• Young faculty will jump on this.

• Pedagogical tools exist to TEACH online.

• Faculty will flock to sophisticated tech.

• Faculty are loyal.

• Web instruction is an either/or decision.

Figure 1. Description of Sample (N = 222)

40%

60%

MERLOT.org

The World LectureHall

Figure 3. Size of Respondent Institutions

20%

26%

54%

Less than 3,000 students

3,000 - 9,999 students

More than 10,000students

N = 218

Figure 7. Rank of Respondents

60%17%

8%

5%

10% Professor or AssocProfessor

Assistant Professor

Adjunct Professor

Lecturer

Other (e.g., adminplus faculty)

Figure 8. Educational Attainment of Respondents

2%

22%

6%

70%

Baccalaureate

Masters

ABD

Doctoral

Respondent's Age

7%

44%47%

2%

20-35

36-50

51-65

66+

N=218

How Old Are Early Web Adopters?

                              

Why Post to MERLOT or WLH*

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ReasonsN = 211 (*Note: Categories are not mutually exclusive.)

Nu

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Why post to MERLOT or the WLH?

Internet Access

• 78 percent had Internet access in their current or most recent classroom.

• 93 percent had computer lab accessibility.

• 97 percent had home access.– Note: This is more than double the 47 percent

of Americans who are users of the Internet at home as reported in a recent UCLA study (The UCLA Internet Report, 2000).

Any Online Teaching Experiences?

Figure 18. Online Teaching Experiences

None24%

Partially Online39%

Completely Online19%

Partially and Completely

18%

Figure 19. Degree of Comfort with Web Skills

0% 20% 40% 60% 80% 100%

HTML

Chat

File Attachments

Online Discussion

Courseware

Percent of Respondents

Low Medium High

Online Courses are the Property of an Institution, Not an Instructor (N= 215)

Strongly Disagree

34%

Disagree29%

Unsure21%

Agree12%

Strongly Agree4%

Who Owns Online Courses?

Is Teaching Online Time-Consuming?

Figure 20. Teaching Online Courses is More Time-Consuming than Teaching Traditional Courses

Agree41%

Strongly Disagree

2%Unsure

10%

Disagree6%

Strongly Agree41%

Figure 15. Comfortable with Degrees Earned Entirely Online

01020304050

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Dis

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Uns

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ents

Bachelor's

Master's

Doctoral

Course Quality Improved Online?

• 39 percent unsure;

• 32 percent agree it was improved; and

• 29 percent said no.

Yes39%

Unsure32%

No29%

YesUnsureNo

Courseware Systems

• 83 percent were provided a Web-based platform or courseware system

• 22 percent more than one.• 27 of those making a decision had more

than one.• 10 percent had access to three

courseware systems or conferencing tools.

Courseware Features Like with Current Tool

• Comprehensive, consistent, customizable• Ease of use, flexible, reliable• Data and course security• Detailed statistics on bulletin board use• Good online help• Internal e-mail systems, drop boxes, chats• Posting of tasks & due dates on Web• Randomized test banks

What Percent of Time Teach Online?

Percent of Instructional Time Spent Teaching Online During the Next Decade

0

20

40

60

80

1 Year 2 Years 5 Years 10 Years

Time Teaching Online

Pe

rce

nt

of

Re

spo

nd

en

ts

0%

1-25%

25-50%

51-75%

76-100%

Freelance or Adjunct Web-Based Teaching

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Past Experience Interest in Next 5 Years

Pe

rce

nt

of

Re

sp

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nts

Yes

No

Interested in Freelance Instruction?

Any Obstacles to Teaching Online?

Figure 32. Major Obstacles to Use of the Web in Teaching

010203040506070

Obstacles

Per

cen

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f R

esp

on

den

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Problems FacedAdministrative:• “Lack of admin vision.”

• “Lack of incentive from admin and the fact that they do not understand the time needed.”

• “Lack of system support.”

• “Little recognition that this is valuable.”

• “Rapacious U intellectual property policy.”

• “Unclear univ. policies concerning int property.”

Pedagogical:• “Difficulty in performing

lab experiments online.”• “Lack of appropriate

models for pedagogy.”

Time-related:• “More ideas than time to

implement.” • “Not enough time to

correct online assign.”• “People need sleep; Web

spins forever.”

Any Supports Needed?

Supports Needed for Web-Based Teaching By Institution Type

020406080

100

Tech

nical

Suppo

rt

Instru

ction

al Des

igner

s

Time

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Train

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Use

Web

Stude

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elp

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Res

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E-mail

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Recog

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Instru

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Private Public

Perceived Lack of Support for Technical Problems and Courseware Development by Institutional Size

0

10

20

30

40

50

60

under 3,000 3,000-9,999 10,000 or more

Pe

rce

nt

of

Re

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Institutional Size

Does technical support vary by size??

Figure 26. Organizational Level of Instructional Technology Decisions Related to Web-Based

Teaching by Size of Institution

01020304050607080

Per

cen

t o

f R

esp

on

den

ts

under 3,000

3,000-9,999

10,000 or more

Figure 17. Suggested Instructor Compensation for Teaching Online

05

10152025303540

Stip

ends

Cou

rse

Roy

altie

s

Sal

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Rec

ogni

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Rel

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Tim

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Oth

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Compensation

Per

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Online Technology Pushes Pedagogy to the Forefront

Frank Newman & Jamie Scurry, Chronicle of Higher Education, July 13, 2001, B7.

“Many faculty members are still concerned whether the technology is simple and reliable enough to use for more-sophisticated learning tasks. Increasingly, however, better software is emerging that engages students in more effective learning.”

What Instructional Activities are Needed?

Online Instructional Activities

010203040506070

Scientif icSimulations

Data Analysis Lab Performance Critical andCreative Thinking

Pe

rce

nt

of

Re

sp

on

de

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Actual Use High Usability

Figure 36. Important Features of Free Course-Sharing Community

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Sto

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New

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Rec

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Teac

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Pro

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Ped

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Idea

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Figure 37. Web-Based Informational Resources and Services Useful to College Instructors

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General Recommendations

1. Develop Instructor Training Programs

2. Foster Instructor Recognition and Support

3. Create Instructor & Resource Sharing Tools

4. Develop Online Learning Policies

5. Conduct Online Learning Research

6. Form Online Learning Dev Partnerships

7. Create/Test Online Learning Pedagogy

So, any questions about the state of things?

Part II. Building Online Communities of Learners

The Good Net• “There’s an astonishing amount of

warmth and human kindness from total strangers on the Net.”– Psychologist Patricia Wallace, Univ of Maryland

• E-mail has led me to correspond fairly regularly with cousins I’d otherwise only see at funerals...E-mail has knit me more tightly into the fabric of my circle, not torn me out of it.– Elizabeth Weise, USA Today, Feb 22nd, 2000

The Bad Net...Greater Internet use:

– lowered participation in family

– Lower communication

– Greater feelings of loneliness and depression

– (Kraut, Patterson, Lundmark, Kiesler, Mukopadhyay, & Scherlis, 1998, American Psychologist).

“The Internet is unlike anything we’ve seen before. It’s a socially connecting device that’s socially isolating at the same time.”

David Greenfield, Founder of the Center for Internet Studies (www.virtual-addiction.com), April 2000, The APA Monitor

The Ugly Net• “Now we have Net abuse treatment centers

springing up around the country”– Kimberly Young, USA Today, Feb., 21, 2000

• Web is heavily spiced with “role-plays, deceptions, half-truths & exaggerations.”– Patricia Wallace, USA Today, Feb 21st, 2000 (The Psychology of

the Internet, Cambridge Univ Press, $24.95)

• “The more people use the Internet, the less time they spend with real people. And that situation has its problems.”– Marilyn Elias, USA Today, 5D, Feb. 21st, 2000

When unable to access the Internet or forbidden to go online, do you feel:

A. AnxietyB. DepressionC. Mood swingsD. IrritabilityE. InsomniaF. Panic attacksG. Restlessness

How many hours per week do you currently spend online

(for nonessential purposes)?

1. Do you feel preoccupied with the Internet?

2. Have you ever used the Internet to escape situational difficulties?

3. Does Internet use disrupt your work or job-related performance?

Contact the Center for On-Line Addictions

Netaddiction.comDr. Kimberly Young, Univ of Pittsburgh

Caught in the Net (1998), John Wiley and Sons

I’m mad as hell and I’m not going to take this anymore!!!

“Network”, 1976, shouted by Howard Beale (Peter Finch)

• Howard Beale: We'll tell you anything you want to hear, we lie like [hec].

• Howard Beale: You're beginning to believe the illusions we're spinning here, you're beginning to believe that the Web is reality and your own lives are unreal! You do! Why, whatever the Web tells you: you dress like the Web, you eat like the Web, you raise your children like the Web, you even think like the Web! This is mass madness, you maniacs! ..., you people are the real thing, WE are the illusion!

• Howard Beale: Right now, there is a whole, an entire generation that never knew anything that didn't come out of this Web! This Web is the gospel, the ultimate revelation; this Web can make or break presidents, popes, prime ministers; this Web is the most awesome [darn] propaganda force in the whole godless world, and woe is us if it ever falls into the hands of the wrong people...And when the 12th largest company in the world controls the most awesome [darn] propaganda force in the whole godless world, who knows what [stuff] will be peddled for truth on this network!?

Who am I Mad At???• Administrators• Colleagues• The Registrar’s Office• Students• Textbook Companies• Bookstores

=============================• Courseware Companies• The Media

Survey Finds Concern on Administrative ComputingChronicle of Higher Ed, June 22, 2001, A33, Jeffrey R. Young

“Campus-technology leaders say they worry more about administrative-computing systems than about anything else related to their jobs.”

(survey by Educause—an academic-technology consortium)

“Colleges and universities ought to be concerned not with how fast they can ‘put their courses up on the Web,’ but with finding out how this technology can be used to build and sustain learning communities” Hiltz (1998, p. 7)

How form a community…???

A learning community is a group of individuals interested in a common topic or area, who engage in knowledge related transactions as well as transformations within it. They take advantage of the opportunity to

exchange ideas and learn collectively. (Bonk & Wisher, 2000;

Fulton & Riel, 1999)

Factors in Creating any Community

(1) membership/identity(2) influence(3) fulfill of indiv needs/rewards(4) shared events & emotional connections(McMillan & Chavis, 1986). History, stories, expression, identity, participation, respect,

autonomy, celebration, team building, shape group, Schwier, 1999; share stories, give info, express need, refer to rules, time, special stories, Chao, 2001)

How Facilitate Online Community?• Safety: Establish safe environment

• Tone: Flexible, inviting, positive, respect

• Personal: Self-disclosures, open, stories telling

• Sharing: Share frustrations, celebrations, etc

• Collaboration: Camaraderie/empathy

• Common language: conversational chat space

• Task completion: set milestones & grp goals

• Other: Meaningful, choice, simple, purpose...

Four Projects at the Center for Research on Learning and Technology, Indiana University

1. Quest Atlantis Project

• Quest Atlantis is a Web-based community-driven, meta-game built using 3D technologies and that combines elements of play, role playing, adventure, and learning, …

• … allowing 9-14 year old children from diverse socio-economic backgrounds to virtually travel to 3-D, worlds where they select engaging quests, talk with other Questers and mentors, and build virtual persona.

Legend of Atlantis

• Atlantis is facing impending disaster• Disaster is a result of lost values and corrupt

leadership • A Council of Elders opened a portal to find help• Children of the Earth can use this portal to save

Atlantis• Centers have been created to access the portal• Children must save Atlantis and avoid our

common fate

2. Inquiry Learning Forum

3. The TICKIT Project

TICKIT: Teacher Institute for Curriculum Knowledge about the Integration of Technology

(http://www.indiana.edu/~tickit)

TICKIT Training and Projects:• Web: Web quests, Web search, Web

editing/publishing.• Write: Electronic newsletters.• Tools: Photoshop, Inspiration, PPt.• Telecom: e-mail with Key pals.• Computer conferencing: Nicenet.• Web Course: HighWired, MyClass, Lightspan,

eBoard• Digitizing: using camera, scanning.

Technology Integration Ideas

• Collab with students in other countries• Make Web resources accessible• Experts via computer conferencing (or interview

using e-mail)• Reflect & Discuss on ideas on the Web.• Put lesson plans on Web.• Peer mentoring, role play, etc.• Scavenger hunts.

4. Learning to Teach with Technology Studio

LTTS Self-Assessment

Ten Other Projects and Communities???

Which of these are communities???

1. BobWeb Videoconferencing Support Tool (optional use)

2a. COW Project: Case Collaboration & Discussion on Web

2b. The TITLE Project: International Cases on Web

3. SmartWeb: Undergraduate Class with Online Mentoring

4. The CaseWeb (online case quizzes)

5. TAPPED IN (www.tappedin.sri.com; growing community of over 6,000 K-16 teachers, researchers, and staff)

• Hold real-time meetings and discussions• Conduct Inquiries• Meet colleagues• Browse Web sites together,• Explore professional development

options,• Find useful materials and resources • Post items, share and create documents

http://merlot.orghttp://www.utexas.edu/world/lecture/

6. MERLOT.org and 7. the World Lecture Hall

8. CourseShare.com

9. The Global Educators’ Network (GEN) and 10. TrainingSuperSite

So, what types of communities do you want in Korea???