EDUC 633 Webibliography

Webibliography: Learning Virtually and Controlling E-Learning

Taisia Steeb

Laurie Pringle

Liberty University

Webibliography: Learning Virtually and Controlling E-Learning

            Abstract: E-Learning is significantly different from learning in a traditional brick and mortar classroom. Learning virtually means learning through a virtual environment, and it is suggested that using a structured controversy method of instruction and group work, along with clear expectations, promote the best virtual learning. In order to optimize learning, there are five principles related to learner control that must be followed: 1. Give experienced learners’ control. 2.  Make important instructional events default. 3. Design adaptive control. 4. Give pacing control. 5. Offer navigational support in hypermedia environments.  Following these suggestions for virtually learning and controlling e-learning will provide students with the most successful e-learning experience.

 

Learning Together Virtually

Reference

Clark, R., & Mayer, R. (2011). e-learning and the science of instruction. (3rd ed., pp. 279-308). San Francisco, CA.: Pfeiffer.

Summary

            This chapter discusses the significance of collaborative learning. There are researchers, such as Slavin (2011) and Johnson, Johnson, & Smith (2007) who have completed reviews that suggest that there are significant benefits of collaborative learning, however there are others, such as Kirschner, Paas, & Kirschner (2009) who declare that there is no difference in individual versus collaborative learning. Clark & Mayer (2011) suggest three criteria that determine the success of collaborative learning: social interdependence, outcome goals, and the quality of collaborative dialogue. They suggest that group work is most successful when each team member’s goals are positively impacted by the achievement of the entire group, the outcome goal is group project quality and individual learning, and that a successful project includes dialogue with everyone contributing significantly.

            The authors, Clark & Mayer, then move on to discuss Computer-Supported Collaborative Learning (CSCL), which is defined as teams of learners using tools to communicate both synchronously and asynchronously to complete some form of project.  They explored the varied research on CSCL and noted that there are significant differences in how the research was conducted and what the purpose of the CSCL was. They determined that the following nine factors can influence CSCL research results: outcome of collaboration; group composition; technology; task assignment; group roles, processes, and instructions; time; team skills training; learner prior knowledge; and incentives. In considering the generalizations for collaboration, the authors noted that virtual collaboration has the potential for better quality group work than face-to-face collaboration. They suggest that in virtual collaboration, there is more time for reflection and sharing ideas than in a face-to-face situation.

After examining the research, Clark & Mayer (2011) determined that the type of task assignment significantly impacts the quality of the group project or individual learning.  They believe that structured controversy (a type of argumentation) is a successful strategy for promoting problem solving among several groups, who are then divided into a pro team and a con team, and left to develop their argument. Clark & Mayer (2011) suggest several methods for adapting structured controversy to CSCL models. Overall, they suggest that appropriately supporting the three aforementioned criteria, creating heterogeneous groups, using structured controversy, and providing clear roles and objectives for teams will promote successful collaborative learning.

Critique

            In Chapter 13, “Learning Together Virtually,” in the text, E-learning and the Science of Instruction, by Clark & Mayer (2011), the authors examine computer-supported collaborative learning and what steps to take, based on research, to make it successful.  As a learner participating in collaborative learning, this author can relate significantly to the point of social interdependence, feeling at times that some group members are unwilling to participate or complete their work. Additionally, it is recognized that the quality of dialogue is very significant, and that must be why students in EDUC 633 are required to record at least two synchronous group meetings, to ensure that this quality dialogue is occurring. 

            With respect to the consideration of virtual collaboration being more successful than face-to-face collaboration, it is important to consider the contingencies for this suggestion to be true. The instructor in a distance learning program is responsible for creating an environment and expectations that are conducive to successful collaboration in order for virtual collaboration to have a chance at being more successful than face-to-face collaboration. One key point is the desire for all group members to be successful, and inspiring students to feel this way can be extremely difficult, especially working at a distance.

            After considering much research for CSCL, Clark & Mayer (2011) only suggest one method for successful distance collaboration: structured controversy. It seems this approach would be appropriate in a situation where students are learning together about different positions on a point, but it would be difficult to use this strategy to complete a project on a specific media, such as iPad implementation in the classroom. It could be used to examine a topic and determine whether or not it is viable for a project or research, but it would be difficult to complete a project with multiple components, such as a workshop on iPad integration, using structured controversy.

    

Who’s in Control? Guidelines for e-Learning Navigation

Reference

Clark, R., & Mayer, R. (2011). e-learning and the science of instruction. (3rd ed., pp. 309-336). San Francisco, CA.: Pfeiffer.

Summary

            Mayer & Clark (2011) identify several different options that designers of e-learning programs can offer their learners, in chapter 14, entitled Who’s in Control?.  Educators who facilitate learning in the asynchronous online learning environment have the opportunity to use three types of learner control as they navigate through the e-learning program.  Mayer & Clark (2011) describe those three methods as Content Sequencing, Pacing, and Access to Learning Support.  Content Sequencing gives the learner the option of moving through the content in any sequence desired.  Pacing allows them to dedicate as much or as little time to each lesson, although videos and audio inclusions are viewed in their entirety.  Lastly, Access to Learning Support allows learners to access many different selections throughout the lesson page.  These selections include menus, examples, practice areas and definitions of key terms.  Mayer & Clark (2011) conclude that learner control is both desirable and satisfying to the learner, but require some useful guidelines so that each learner can maximize how successful they can be in each learning environment according to their different needs.  The guidelines for learner control are highlighted in chapter 14.

            There are five learner control principles to optimize learning: 1. Give experienced learners’ control. 2.  Make important instructional events default. 3. Design adaptive control.

4. Give pacing control. 5. Offer navigational support in hypermedia environments.  Clark & Mayer (2011) relate how important each principle is in helping students learn in the e-learning environment and what instruction developers need to know about their learners to help them reach their greatest potential.  First, studies have shown students with lower prior knowledge learned more under program control; therefore learner control should be used more with students with higher prior knowledge and experience.  Secondly, in order for students to reach and maximize their learning, certain defaults should be in place.  Areas, such as practice exercises, should not be bi-passed by the learner but be required to complete.  Next, e-learning programs can adapt to the learners’ needs.  When certain areas become more challenging and students struggle, the program monitors and adjusts the difficulty level.  Students can then work back up to the desired leveled outcome.  Give pacing control is the next principle highlighted in the text.  Recent studies completed show learner control can increase learning.  Students have the ability to go back and view material, re-play audio and video, and pick and choose areas to re-visit.  Finally, the last principle is offering navigational support in hypermedia environments.   Links embedded in the e-learning programs can offer correlated information to gain understanding and navigation bars visually allowing the learner to view their progress are both helpful tools for each learner. 

            Clark & Mayer (2011) believe more studies should be completed to better understand learner outcomes based on prior knowledge and metacognitive skills. 

Critique

            Chapter 14 clearly demonstrates and backs up with research, the required elements of e-learning design that best fits each individualized learner.  It is important to know the learner’s strengths and weaknesses so that programs can be tailored to meet each of their needs.  The importance of completing further studies is to continue to reevaluate instructional elements and how they affect learners’ outcomes and performance by using a more personalized method. 

            Educational technology is changing the way educators, students, and parents look at effective instructional methods.  The traditional classroom environment has changed and continues to change consistently.  The authors of e-Learning and the Science of Instruction, Clark and Mayer (2011), chose to include this section because they see the need for a more individualized approach to learning in the 21st century classroom.  Although the guidelines are available, there is a need to further evaluate the effectiveness of this type of instruction and how it effects learners’ outcomes. 

            Programs, such as BYOD (Bring Your Own Device) are being implemented in many counties across the nation.  It is evident that education is becoming more personalized and that the idea of “one size fits all” is not showing the effectiveness in the classroom.  Learners have many different needs and teaching instruction must look closely at those needs.  Tailoring instruction, although may be challenging to complete, will help educators design e-learning programs with the student in mind.  They feel it will be worth it in the long run in terms of student success. 

 

           

           

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EDUC 633 Assessments Blog

As we have discussed in this course and as I have done in many courses at Liberty University, online and distance education has gone through significant changes over the past several years. One of the major discussion points for this in my experiences is that to create an effective distance education course, the course must be designed specifically for distance education. In my undergraduate program, I took a few distance courses, and often found myself watching recorded lectures and taking quizzes and tests on the information. In the text, E-learning and the Science of Instruction (Clark & Mayer, 2011), the authors stress the differences between brick-and-mortar and distance classrooms, focusing on how to apply principles specifically important in e-Learning.

With this knowledge, distance courses are changing to be more engaging and learner-focused. Osuji (2012) suggests that all forms of e-assessment are beneficial to learners and instructors, as some biases can be eliminated and critical thinking illuminated. The author also suggests several e-assessment makers (such as Maple T A) to assist instructors in creating an assessment that helps not only record but also analyze the results. Osuji (2012) supports that e-assessments increase test reliability and validity, and that they can record cognitive and skills-based achievements. Vonderwell & Boboc (2013) suggest using formative assessment in assessing students in a student-centered distance learning environment. Some examples are online journaling, a one minute paper, role play, and a questions wall (Vonderwell & Boboc, 2013).

In reading these articles and using what I have learned in my studies as a graduate student, I am beginning to feel as though the possibilities for assessment in an e-learning classroom are endless. It seems as though there are many opportunities for instructors to assess, as long as they are aware that the course and instructional materials must be adapted for distance learners. I think that formative assessments are more natural assessments that occur during the learning process that help shape instruction, and fit into my distance education learning theory. At the higher education level, I think that reflections on content (papers, blogs, discussions, etc.) are valuable formative assessments that allow the instructor to evaluate how and what the students are learning and what steps to take or changes to make in future instruction.

 

Osuji, U. (2012). The use of e-assessments in the Nigerian higher education system. Turkish Online Journal of Distance Education, 13(4), 140-152. Retrieved February 3, 2014, from the Education research complete database.

Vonderwell, S., & Boboc, M. (2013). Promoting formative assessment in online teaching and learning. Tech Trends: LInking Research & Practice to Improve Learning, 57(4), 22-27. Retrieved February 3, 2014, from the Education research complete database.