Week2 islearningdifferentfinal
Transcript of Week2 islearningdifferentfinal
Is Learning Different?Online, Blended and Face to Face
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Good Teaching Practice
• Teaching students not contentAmbrose, 2010
• Motivation
• Developing community
• Fostering respect
• Class tone
• Timely, appropriate feedback
• Interaction
Match
• the method to the content
• the expectation to the developmental level
• the assessment to the outcome
Good Teaching Practice
http://childpsych.umwblogs.org/developmental-theories/jean-piaget/ http://webspace.ship.edu/cgboer/genpsylearning.html http://www.tedxedmonton.com/speaker-georgesiemens.html
Focus – BC Asynchronous Senior Level DL Courses – What is, not what should be
• Most DL schools in BC currently offer continuous enrolment in upper level courses resulting in asynchronous student participation.
• This results in courses “reminiscent of the old model of correspondence education”
Lemieux, 2012
• Some courses that are much like the old textbook method—read this and answer these questions—discourage an active interest”
BCTF
• Requires more self-motivation, self-direction and time management
Héctor Álvarez-Trujillo, 2008
• Disproportionately high drop out rate
Bishop, 2002; Spitzer, 2001
• Higher levels of dissatisfaction Shermis, Mzumara, Olson &
Harrington, 2001
Online (Asynchronous)
Asynchronous Online Learner Experience is Different
• Learning online requires considerably more self-motivation, self-direction and time management
Álvarez-Trujillo, 2008
• Online learning has a disproportionately high student dropout rate
Bishop, 2002; Spitzer, 2001
• Online learners have higher levels of dissatisfaction
Shermis, Mzumara, Olson, & Harrington, 2001
Why?
• Teachers engaged in DL report that “collaboration and group work was difficult to manage in an asynchronous environment where finding a group students who were at similar points in the course was “near-miraculous.” Lemieux
Constructivist Theory
Group work “should be encouraged to facilitate constructivist learning”
Hooper & Hannafin, 1991; Johnson & Johnson, 1996; Palloff & Pratt, 1999
A learning community both support and challenge each other, leading to effective and relevant knowledge construction
Wilson, 1997
Ally, Theory and Practice of Online Learning
Online(Asynchronous)
• Interaction is critical to creating a sense of presence and a sense of community...to promote transformational learning
Murphy & Cifuentes, 2001
The lack of community can cause DL students to feel isolated, which can lead to frustration
The Importance of Interaction
In asynchronous online courses, the “interpersonal camaraderie [is lacking] that increases student motivation to learn
Sapp, Simon, 2005
Student sense of belonging and community is diminished
Without collaboration, online students can feel isolated and frustrated. Consequently, they discontinue or are “dropped” due to inactivity.
Collaborative learning illustrates potential gains in cognitive learning tasks, increased
completion rates and acquisition of critical social
skillsKirby & Boak, 1987
Asynchronous Online
• absence of body language cues problematic
Russell, 2001
• Without the visual or auditory anchors, many students...become disoriented
Spitzer, 2001
Benefits of Interaction are Clear• Constructivist and connectivist theorists stress the value of
peer-to-peer interaction in investigating and developing multiple perspectives
Anderson 57
• Collaborative learning illustrates potential gains in cognitive learning tasks...increas[es] completion rates and acquisition of critical social skills
Kirby & Boak, 1987
• Peer interaction is critical to the development of communities of learning
Rumble, 1999; Wegner, McDermott, &Snyder, 2002
How Does This Affect Learning for the DL Student?
• Students currently engaged in asynchronous online courses often feel isolated.
• The lack of community, collaboration and stimulating content often result in lower level learning, boredom and frustration.
• The lack of meaningful student-student engagement means that students do not develop multiple perspectives.
Face to Face Students
Feel a sense of community and experience a high level of support. This leads to engaged, active learning.
Increased socialization creates a cohesive and supportive learning environment Russell, 2001
Discussions ...
[are] more authentic because participants … talk to each other in real time, see their facial expressions and clarify matters immediately
King, 2001; Yu, 2002
Blended Learning—Best of Both Worlds
http://www.flickr.com/photos/sanjoselibrary http://www.flickr.com/photos/deliciouspapa/3231743396/
• Communities of learning
• Co-creation of learning
• Multiple, diverse opportunities for interaction
Thank you!
What questions/comments do you have for us?
ReferencesÁlvarez-Trujillo, Hector. "Benefits and Challenges for the Online Learner." N.p., n.d. Web. 14 Nov. 2012.
Ambrose, S. M. (2010). How Learning Works 7 Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.
Anderson, T. (Ed.). (2008). The Theory and Practice of Online Learning. Edmonton, Alberta, Canada: AU Press.
Bates, T. (2010, July 20). Comparing apples with oranges: online vs face-to-face learning in community colleges. Retrieved November
15, 2012, from Online Learning and Distance Education Resources: Online Learning and Distance Education Resources
BC Ministry of Education. (2012, September). Learning Empowered by Technology. Retrieved November 15, 2012, from BC's
Education Plan: http://www.bcedplan.ca/actions/technology.php
Caspi, A. E. (2006, May). Participation in class and in online discussions: Gender differences. Computers and Education.
Ra'anana, Israel. Retrieved November 2012, from
http://www.fsc.yorku.ca/york/rsheese/psyc1010/wiki/images/6/6e/Meggy.pdf
Contact North. (2012). A New Pedagogy is Emerging. Retrieved November 16, 2012, from Ontario Online Learning Portal for Faculty
and Instructors: http://www.contactnorth.ca/trends-directions/evolving-pedagogy
Gunawardena, C. N. (n.d.). Distance Education. Retrieved 2012, from http://ocw.metu.edu.tr/file.php/118/Week10/Gunawardena-
McIsaac-distance-ed.pdf
Hawkey, Colleen, Ph.D, and Larry Kuehn, Ed.D. "BCTF Research Report." BCTF Research Department, Sept. 2007. Web. 14 Nov. 2012.
<bctf.ca/publications.aspx?id=5630>.
Lemieux, Kimberly J. "The Experience of Teachers in Distributed Learning Environments: Implications for Teaching." ROYAL ROADS
UNIVERSITY, June 2012. Web. 14 Nov. 2012.
<http://dspace.royalroads.ca/docs/bitstream/handle/10170/518/lemieux_kimberly.pdf?sequence=1>.
Wang, Qiyun, and Huay Lit Woo. "Comparing Asynchronous Online Discussions and." British Journal of Educational Technology 38.2
(2007): 272-86. Web. 14 Nov. 2012.