The Need forE-LearningMarsallay L. SpicerNCU Learner

The New Paradigm

• Change Management• Expectations• Reporting structure• Teamwork• Leading Consultants

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Teams, Consultants, Reports

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Rationale for E-Learning

E-Learning’s raison d'être must

• Reflect a soundness of the educational approach

• Substantiate the need for the alternative it represents

Enhance teaching and learning, not distract from the process

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Role of the Educator

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Tips for online instructors, facilitators, and coaches

Learn role as facilitator, collaborator, instructor as leader

Create a warm, supportive

environment

Learning Management

System

Be flexible

Respond to technical

difficulties

Provide Immediate Feedback

Adapt teaching style to students'

learning style

Monitor discussion

boards and chat rooms

Establish Guidelines for Time and Place

Benefits for time and place for learning

Time requirements have to change from de rigueur to allow students to vary the

speed of their journey through formal education

Require all students to adhere to deadlines to

keep them involved in the work and stay on task

The more structure, the higher the completion rate

Students able to pace themselves online

(students with stronger backgrounds could move

faster)

Threaded discussions with deadlines allow enough time for reactions by all

students and for the teacher to evaluate the

comments

Combine several delivery systems

Live videoconferences

Audiotapes

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Emphasis on Learning OutcomesEm

phas

is o

n Le

arni

ng

Out

com

es

E-Pedagogies must develop new ways of assessing

student learning

Students demonstrate competence by applying

what they learn

TRADITIONALLYThrough tests

Through digital portfolios

Through performance tasks and/or If applicable, through

internships with outside assessors

Examples:

Excelsior College, NY

Western Governors University (WGU)

Art Institute Online (e-learning arm of the chain of 24 postsecondary schools

located in cities around the country

Accreditation Board for Engineering and Technology

(ABET)

Identifies instructional objectives in laboratory

courses

Evaluating online offerings led to questions about how schools might asses the

portions of their programs involving online laboratories (see pp 203-204, Maeroff)

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Teaching Courses Developed by Others

• Focus on content and learning outcomes•Construct with adjustment and

customization in mind•What if customization is not possible?

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Student As Learner

•Assess successful learner•Recognize and work with emerging

learners•Address different learning styles• Encourage collaboration•Pay attention• Stay present and be responsive

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Teach Students to LearnIn Online Environment

•Basics of logging on to the Internet•Time requirements •Time management•Set expectations

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Set Expectations

Interactions • instructor /student

and student/student

Explain how feedback will be given

Provide guidelines for appropriate communication

Ensure HELP is readily available

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Cost Effectiveness

May be more expensive than creating a classroom course

Costs vary based on course technical design

BENEFITS

Savings on the construction and maintenance of

buildings

Cyber libraries cost effective and may be even more useful to

students online

EXAMPLES

University of Phoenix and other

non-profit providers

University of Washington

North Carolina Virtual Public School

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Online Course Partnerships

Putting a number of providers under one

banner promises

Educational approaches are

more varied

Appeals to a wider range of interests and

learning styles

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