The Teagle Foundation has conducted research that concludes there are "Ten Easy and Not So Expensive Steps" to Improving Student Learning. http://www.teaglefoundation.org/learning/essays/tensteps.aspx This is an excellent resource for all teachers.
I see online education reflected in many of the steps:
Learning Communities: Hopefully all online classes foster this.
Writing Intensive Courses: In an online class you write or you are not attending.
Diversity/Student Learning: Since students come from anywhere there can be greater diversity online.
Of course, this assume that Discussion is an integral part of the online class. If it is read/test then none of these results will be achieved.
Friday, September 25, 2009
Monday, September 21, 2009
The Six Essential Elements Critical to the Success of Online Learning
In “Building Online Learning Communities” by Rena M.Paloff and Keith Pratt (Jossey-Bass, 2007) the authors cite “The Six Essential Elements critical to the success of online learning. (p. 228). Students in an online class “PRINCIPLES AND SKILLS IN ONLINE EDUCATION” searched for references in each area. This is a complication of their results along with comments (in Italics).
HONESTY
Varvel, V.E., (2005). Honesty in Online Education. Pointers & Clickers(6)1., pp1-20. Located at:http://illinois.online.uillinois.edu/resources/pointersclickers/2005_01/VarvelCheatPoint2005.pdf
A great list of references.
This website “Online Ethics Center” has information for online education, including resources for K-12 and higher education. http://onlineethics.org/CMS/edu/precol/scienceclass/lessonplans/lesson4.aspx
Napa Valley College (no date). Academic Honesty in Online Courses. Located at http://www.napavalley.edu/Academics/OnlineEd/Pages/AcademicHonestyInOnlineCourses.aspxm
Moore, Marina. (2006). Honesty and Ethics in the Classroom. Located at http://e-articles.info/e/a/title/Honesty-and-Ethics-in-the-Classroom/
RESPONSIVENESSThorpe, Mary (2002). Rethinking Learner Support: the challenge of collaborative online learning. Open Learning, Vol. 17, No. 2, 2002 . Retrieved from http://portal.pucmm.edu.do/RSTA/Academico/TE/Documents/ed/rrsccol.pdf
“interactive programs which react to input from the leaner cannot replace interpersonal responses from the instructor and other students.”
Spiceland, J. David. (2002.) The Impact on Learning of an Asynchronous Active Learning Course Format. JALN Volume 6, Issue 1 – July 2002. Retrieved from http://www.aln.org/publications/jaln/v6n1/pdf/v6n1_spiceland.pdf
“However, the findings here offer new evidence that learning can also be enhanced with an active learning format in an online course.”
RELEVANCE
Chyung, Y. (2001). Improve the Motivational Appeal of Online Instruction for Adult Learners: What’s in it for Me? The American Journal of Distance Education (Volume 15; Issue 3, p. 36-49). Retrieved from http://coen.boisestate.edu/ychyung/researchpaper.htm
Frazee, R. (2003). Using Relevance to Facilitate Online Participation in a Hybrid Course, Educause Quarterly (4). Retrieved from http://net.educause.edu/ir/library/pdf/eqm03411.pdf
Lowenthal, P.R. (2008). Online Faculty Development and Storytelling: An Unlikely Solution to Improving Teacher Quality. MERLOT Journal of Online Learning and Teaching, 4,3. Retrieved from http://jolt.merlot.org/vol4no3/lowenthal_0908.htm
ChanLin, L. (2009, February). Applying motivational analysis in a Web-based course. Innovations in Education & Teaching International, 46(1), 91-103. Retrieved September 17, 2009 from EBSCOhost database.
Choi, H., & Johnson, S. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215-227. Retrieved September 17, 2009 from EBSCOhost database.
Palloff, R. M. & Pratt, K. (2007). Building online learning communities. 2nd ed. San Francisco: Jossey-Bass.
Payne, L. (2009). Using a WIKI to support sustainability literacy. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences, 8(1), 45-52. Retrieved September 17, 2009 from EBSCOhost database.
RESPECT
Grant, Mary (2007). Best Practices in Undergraduate Adult-Centered Online Learning: Mechanisms for Course Design and Delivery. Journal of Online Learning and Teaching. Vol. 1. No.4. December 2007. Retrieved from http://jolt.merlot.org/vol3no4/grant.htm
This principle suggests that the course content and design be developed within an open atmosphere for the leaner. Students who were surveyed reported “increased self-confidence when participating in class discussions and appreciated the anonymous environment. Students also commented that online courses had more variety.”
Riel, Margaret (2009). The Learning Circle Model: Building Knowledge through Collaborative Projects. Retrieved Sept 14, 2009 from http://www.onlinelearningcircles.com/
Waddell, Linda & Byrne, Susan The Ice Cream Approach to Online Facilitation. Retrieved Sept 15, 2009 from
http://myedison.tesc.edu/webapps/discussionboard/do/www.tecknowledg-elearning.com/uploaded_files/TheIceCreamApproach.pdf
OPENNESS
Creating a safe and Engaging Classroom Climate. School Of Graduate Studies and Continuing Education, UWW: Teaching Diversity (2006). Retrieved from http://www.uww.edu/learn/diversity/safeclassroom.php ,Retrieved January 2009.
“For learning to occur, especially if the subject is controversial, both safety and tension must exist.”
EMPOWERMENT
B. & Vassar, J. (2009). "Determinants for success in online learning Communities". Retrieved from http://www.inderscience.com/offer.php?id=25210, International Journal of Web Based Communities, 5, 340-350, B. & International Journal of Web Based Communities, 5, 340-350International Journal of Web Based Communities, 5, 340-350. There is a fee to view this article. The summary is at http://www.sciencedaily.com/releases/2009/05/090522101835.htm
“provide the learner access to information at the learner pace and in accordance to the learner’s needs:”
M Warschauer (1997), Electronic Literacies: Language, Culture, and Power in the Online Classroom, retrieved from http://www.citytowninfo.com/education-articles/online-colleges/empowerment-through-online-education.
“online courses improve student access to education. “
HONESTY
Varvel, V.E., (2005). Honesty in Online Education. Pointers & Clickers(6)1., pp1-20. Located at:http://illinois.online.uillinois.edu/resources/pointersclickers/2005_01/VarvelCheatPoint2005.pdf
A great list of references.
This website “Online Ethics Center” has information for online education, including resources for K-12 and higher education. http://onlineethics.org/CMS/edu/precol/scienceclass/lessonplans/lesson4.aspx
Napa Valley College (no date). Academic Honesty in Online Courses. Located at http://www.napavalley.edu/Academics/OnlineEd/Pages/AcademicHonestyInOnlineCourses.aspxm
Moore, Marina. (2006). Honesty and Ethics in the Classroom. Located at http://e-articles.info/e/a/title/Honesty-and-Ethics-in-the-Classroom/
RESPONSIVENESSThorpe, Mary (2002). Rethinking Learner Support: the challenge of collaborative online learning. Open Learning, Vol. 17, No. 2, 2002 . Retrieved from http://portal.pucmm.edu.do/RSTA/Academico/TE/Documents/ed/rrsccol.pdf
“interactive programs which react to input from the leaner cannot replace interpersonal responses from the instructor and other students.”
Spiceland, J. David. (2002.) The Impact on Learning of an Asynchronous Active Learning Course Format. JALN Volume 6, Issue 1 – July 2002. Retrieved from http://www.aln.org/publications/jaln/v6n1/pdf/v6n1_spiceland.pdf
“However, the findings here offer new evidence that learning can also be enhanced with an active learning format in an online course.”
RELEVANCE
Chyung, Y. (2001). Improve the Motivational Appeal of Online Instruction for Adult Learners: What’s in it for Me? The American Journal of Distance Education (Volume 15; Issue 3, p. 36-49). Retrieved from http://coen.boisestate.edu/ychyung/researchpaper.htm
Frazee, R. (2003). Using Relevance to Facilitate Online Participation in a Hybrid Course, Educause Quarterly (4). Retrieved from http://net.educause.edu/ir/library/pdf/eqm03411.pdf
Lowenthal, P.R. (2008). Online Faculty Development and Storytelling: An Unlikely Solution to Improving Teacher Quality. MERLOT Journal of Online Learning and Teaching, 4,3. Retrieved from http://jolt.merlot.org/vol4no3/lowenthal_0908.htm
ChanLin, L. (2009, February). Applying motivational analysis in a Web-based course. Innovations in Education & Teaching International, 46(1), 91-103. Retrieved September 17, 2009 from EBSCOhost database.
Choi, H., & Johnson, S. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215-227. Retrieved September 17, 2009 from EBSCOhost database.
Palloff, R. M. & Pratt, K. (2007). Building online learning communities. 2nd ed. San Francisco: Jossey-Bass.
Payne, L. (2009). Using a WIKI to support sustainability literacy. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences, 8(1), 45-52. Retrieved September 17, 2009 from EBSCOhost database.
RESPECT
Grant, Mary (2007). Best Practices in Undergraduate Adult-Centered Online Learning: Mechanisms for Course Design and Delivery. Journal of Online Learning and Teaching. Vol. 1. No.4. December 2007. Retrieved from http://jolt.merlot.org/vol3no4/grant.htm
This principle suggests that the course content and design be developed within an open atmosphere for the leaner. Students who were surveyed reported “increased self-confidence when participating in class discussions and appreciated the anonymous environment. Students also commented that online courses had more variety.”
Riel, Margaret (2009). The Learning Circle Model: Building Knowledge through Collaborative Projects. Retrieved Sept 14, 2009 from http://www.onlinelearningcircles.com/
Waddell, Linda & Byrne, Susan The Ice Cream Approach to Online Facilitation. Retrieved Sept 15, 2009 from
http://myedison.tesc.edu/webapps/discussionboard/do/www.tecknowledg-elearning.com/uploaded_files/TheIceCreamApproach.pdf
OPENNESS
Creating a safe and Engaging Classroom Climate. School Of Graduate Studies and Continuing Education, UWW: Teaching Diversity (2006). Retrieved from http://www.uww.edu/learn/diversity/safeclassroom.php ,Retrieved January 2009.
“For learning to occur, especially if the subject is controversial, both safety and tension must exist.”
EMPOWERMENT
B. & Vassar, J. (2009). "Determinants for success in online learning Communities". Retrieved from http://www.inderscience.com/offer.php?id=25210, International Journal of Web Based Communities, 5, 340-350, B. & International Journal of Web Based Communities, 5, 340-350International Journal of Web Based Communities, 5, 340-350. There is a fee to view this article. The summary is at http://www.sciencedaily.com/releases/2009/05/090522101835.htm
“provide the learner access to information at the learner pace and in accordance to the learner’s needs:”
M Warschauer (1997), Electronic Literacies: Language, Culture, and Power in the Online Classroom, retrieved from http://www.citytowninfo.com/education-articles/online-colleges/empowerment-through-online-education.
“online courses improve student access to education. “
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