Future of E-Learning
Laura Moll
EDU 655: Trends & Issues in Instructional Design
Professor Heather Caldwell
May 26, 2014
Abstract
Learning in the twenty-first century has been transformed by the introduction and implementation of online learning tools throughout the academic and professional environment. The revolution ignited from Web 2.0 technology has changed the way the general population will use and change technology (Reiser, 2012). Web 2.0 technology has changed the online environment by allowing regular, everyday users to change and modify content without any coding or HTML knowledge. This revolution, the relative affordability of technology and the vast array of resources that are available to supplement and navigate online instruction has left a large impact on the academic and professional field inspiring a great need for instructional technology to be shaped around technology. With the changes in availability and usability, there should be anticipated changes in traditional learning models supporting traditional teacher to learner roles, instructional tools and methods of evaluation. While the Web 2.0 revolution stands as a remarkably revolutionary part of the educational transformation, changes in teacher training and preparatory classes are self-evident. This paper will evaluate how learning models, tools, evaluation methods and instructor roles have changed and will continue to change with the onset and popularity of online learning.
Learning Models
Traditional learning models of instruction vary in complexity, detail and structure deviating between how students learn and what activates certain learn activities. For decades, a few dominating models ruled instructional design in terms of theory and implementation. Robert Reiser and John Dempsy describe the history of instructional design, dating back to World War II, where training and experiments were called upon to enhance the learning and retention of techniques for soldiers (2012). Over the next few decades theorists arose deviating disciplines in behaviorism, criterion referenced testing, formative evaluations, domains of learning and documenting the difference and importance of performance based learning objectives. By the 1990’s, several disciplines arose including Behaviorism (or Behavioral Learning Theory), the Cognitive Processing Theory, Situated Learning Theory, Gagne’s Theory of Instruction and Constructivism (2012). The last theory, although radical at the time, has had a lasting impact on instructional design with relevance to technology implementation. This theory claims to engage learnings actively, provide opportunities for collaboration and discussion and to allow learners to set goals for learning and reflection (Reiser, 2012). These principles have easily transferred to the Web 2.0 atmosphere, creating a system that not only integrates constructivist learning theories but creates a prime opportunity for disruptive innovation. According to Staker, a writer for the Innosight Institute, disruptive innovation is a system that indirectly replaces old, costly and inefficient programs with more efficient and cheap programs that are also convenient and easily accessible (Staker, 2011).
Disruptive innovation has evolved in the twenty-first century creating a revolutionary movement in the learning and instructional design environment. As of 2010, there were four million kindergarten through twelfth grade students enrolled in some type of online learning program. Typically, online learning environments include a cycle of completeness, structure and clarity that reinforce skills that have been taught in the classroom (Guidy-Oulai, A., & Tarn, J., 2012). Through web-based learning applications, a virtual classroom that simulates a traditional one, or digital collaboration efforts between the teacher and the student or a combination of several components, E-Learning is becoming more and more prevalent as a method of instruction (Guidy-Oulai, A., & Tarn, J., 2012). However, the most predominant model of instruction focuses on blended instruction models that incorporate both traditional “brick and mortar” classrooms with online learning experiences ( Staker, 2011).
Much of the elements that compose instructional design models are based on a constructivist theory of education. Arah, author of The Competencies, Preparations, and Challenging (New) Roles of Online Instructors, defines this knowledge as the constructivist epistemology in which information is created through a series of shared human experiences (2012).
Blended learning opportunities provide a chance to integrate a constructivist model of instruction with several different elements of instruction. Students have an opportunity to interact socially in a traditional environment and the independence to learn at their own pace with the use of blended learning techniques. Some typical instructional models that are frequently implemented a face to face model which includes traditional instruction in a brick and mortar classroom, a series of rotations that alternate between an online setting and a classroom setting, a flexible learning environment where technology is only used as needed, online learning labs with materials that are designed by professionals but administered by paraprofessionals, self blended instruction where technology is used as a supplement and an online driver model where all learning is administered by a facilitator and completed at the learner's own pace. Depending on the age of the student and the purpose of learning, the methods of instruction may be synchronous (done at the same time) or asynchronous (task completed at a students own pace, often with a common due date) (Staker, 2011).
Instructional Tools and Technology
With a shift in the nature of learning and the physical atmosphere in which learning takes place, there are also shifts in how learning is constructed and what tools are used to facilitate learning. Learning has shifted from an opportunity to retain information that was dictated and expected to be retained through rote memory methods, to an opportunity to be actively involved in learning (Kirkland, 2014). In light of the shift in focus for education, in relation to E-learning techniques, the focus of learning is to redefine concepts, modify perceptions, augment a sense of reality and substitute old, worn out methods of instruction (Kirkland, 2014). To do this, several instructional designers have implemented the TPACK model to develop a cohesive and comprehensive plan for facilitating learning in an online environment. The TPACK model, retrieved from the TPACK website is shown below:
Each of the elements described in the model are critical components of design of an effective online learning environment. Once the elements of the TPACK model have been evaluated tools including wiki sites, blogs, video conferencing and other collaborative tools can be implemented to maintain strong communication and collaboration between students. Some tools that have evolved for use in Instructional Design and implementation are listed below.
Instructional Tools & Technology
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Learning Platforms-Desire2Learn, Access, Moodle, Apex Learning, American Education A+, K12, Aleks
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Video Conferencing- Skype, Go To Meeting, Megameeting, Vbuzzer, ichat, Yugma
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Wikis- PBworks, Wikidot, Wikispaces, Wikkii
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Blogs- Insanejournal, Blogger, Weebly, Edublog
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Social Media- Facebook, Xanga, Instagram, Linkedin, Twitter, Snapchat
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Supplemental tools- Rossetta Stone (language), Dreambox Learning (Math), Learning Today (Math and Reading), Spellingcity (Spelling & Vocabulary), ABC Mouse ( Alphabet), Starfall (Early Reading)
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The materials listed above is not an exhaustive one, and tools and references continue to develop and change the academic online community. Tools for learning and development are designed to enhance instruction and stimulate interest in material that is assigned. However, with the evolving role of technology in classrooms or in blended environments the role of the instructor or teacher will inevitably change as well.
Instructor and Learner Roles in Teaching and Learning
Traditionally, students and teachers upheld an adult/child relationship where the teacher was all knowledgeable and the student was to listen and absorb all knowledge that the teacher shared. The teacher was to obtain knowledge on a subject and convey that same knowledge to students through rote memorization. There was little movement, and even less interaction among students. Students were to listen and absorb. Teachers were to talk and reiterate information that had once been poured into them in a similar manner.
Now, with dynamic changes in the classroom setting, and the confines of classroom walls diminished with online accessibility the role of the teacher is changing. Teacher/student relationships were at one time personal and intimate, where today the student and teacher may never meet face to face ( Arah, 2012). Teachers roles have shifted from being a primary caretaker to a moderator or facilitator. (Staker, 2011). With the implementation of new software and learning programs the teachers duties have become based around planning, preparing and developing lessons based on basic teaching competencies and content knowledge ( Arah, 2012). They must clearly define expectations for the course and provide guidance and responsibilities as well as moderate and facilitate learning, interaction and collaboration among students. Even in a “brick and mortar” classroom, a teacher primarily plans for instruction but allows students to facilitate the learning through collaborative projects, self facilitated research and interaction among peers (Staker, 2011).
Methods of Judging the Effectiveness of E-Learning Models
With the changing dynamic of the classroom and new norms for social interaction and collaboration in a classroom, assessment criteria has also been transformed. While traditional tests were based on rote memory reconciliation, modern Web 2.0 based learning assessments are based on the amount of time spent on task, resources referenced, opinions and how they are supported and the communicative efforts of students ( Lam, 2006). This disention from relying on test material and multiple choice answers allows much greater discretion in determining the quality of the course and the quality of the learning that took place. Collaborative, interactive tools and projects allow learners to show mastery of skills through utilizing methods learned in class, not a strict reliance on the ability to take a test.
Conclusion
Undoubtedly, the Web 2.0 revolution, the prevalence of computers and other electronic devices and the popularity of online learning among the younger generations has contributed to a dynamic shift in the learning climate of both online and traditional classrooms. For older learners, the convenience of learning asynchronously is invaluable. For traditional students that rely on e-learning for supplemental tools to expand their knowledge and information base, collaborative skills and research skills can only increase. The change in technology has affected the nature of design in classrooms, the role of the teacher and the methods of evaluation, all while making a plentiful and student-centered atmosphere accessible to nearly everyone in the world.
References
Arah, B. O. (2012). The Competencies, Preparations, and Challenging (New) Roles of Online
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Guidy-Oulai, A., & Tarn, J. (2012). Organizational e-learning evaluation: The development of a
checklist model. Human Systems Management, 31(3/4), 255-267
K12 Online Learning. Retrieved from www.k12.com on May 26, 2014.
Kirkland, A. (2014). Models for Technology Integration in the Learning Commons. School Libraries
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Lam, P., & McNaught, C. (2006). Design and evaluation of online courses containing media‐enhanced
learning materials. Educational Media International, 43(3), 199-218.
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Reiser, R. (2012). Trends and issues in instructional design and technology. 3. Pearson
Publishing
Staker, H., & Innosight, I. (2011). The Rise of K-12 Blended Learning: Profiles of Emerging
Models. Innosight Institute
