Unit 2
Reference:
ROXANNE HILTZ, S., & TUROFF, T. (2005). The Evolution of Online Learning and the Revolution in Higher Education. Retrieved 2017, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.111.2270&rep=rep1&type=pdf
The Evolution of Online Learning and the Revolution in Higher Education was a good article to read. Online learning has been transformed over the years. The face-to-face tradition has shifted into a different phase of learning. Students can still sit in a classroom setting but learn from a different environment. There are online, hybrid and blended courses that can all fit this description. It is compared to a substitution process where the need to adapt must be done. This is not only for the students but the instructor as well. Technology is advancement in online learning. This has allowed students to be able to study and work, or study and be a at home mom. Regardless of the circumstances, online learning and technology have both created opportunities for not only students but adults as well.
With all that is good with online learning and technology, there are some possible consequences. With society, jobs, and the workforce there are somethings that are looked at differently. Some jobs may not acknowledge an online degree from Post University. They may actually want you to have been in that learning environment. The advancements and consequences are both to be settled by what is best for the learners long term. I want to create a comfortable learning environment for my students that allows them to learn without worry. If they choose to work from home, ipad, laptop or phone, I want them to have access just a comfortable as they would being in that classroom. The goal is that the students learn and become successful.
Unit 3
Moore, Joi L., Dickson-Deane, Camille & Galyen, Krista. (2011). e-Learning, online learning and distance learning environments: Are they all the same? Internet and Higher Education, 14, 129-135.
Learning environments are important to the learning process for students. There are different types of learning environments that give off different learning strategies to the students. Students work and learn better in a comfortable, welcoming environment. The learning environments are: face-to-face, web-facilitated, blended/hybrid, and online. These four environments are all still being used. “The design of different types of learning environments can depend on the learning objective, target audience, access (physical, virtual, and or/both) and type of content. It is important to know how the environment is used, and the influences of the tools and techniques that distinguish the difference in learning outcomes as technology evolves.”
Face-to-face is the traditional way of learning for everyone. Since the advancements with technology, there is online, web facilitated and blended/hybrid. Of all these, online learning can be “the most difficult” of all the other environments. For one, you must be able to access online learning. With this day and age, cell phones, iPads, tablets and other devices of this sort are always in reach. For sure, these environments are totally different. Web based facilitated uses Web-based technology to facilitate what is initially a face-to-face course. Blended/hybrid blends online and face to face delivery. Overall, there are unanswered questions and more research to be done to actively compare/contrast these environments. More input from students, instructors and institutions would be beneficial.
Unit 4
Learning Theories and Student Engagement. (2014). ASHE Higher Education
Report. 40(6). 15-36. doi:10.1002/aehe.20018
Theories are the blueprint for educational strategies and practices in learning environments. This article gives much insight into how and why theories are applied. “Theories explain what happens and why it happens and learning theories generate educational practices and the improvements of the practice.” The models represented in this article are great examples for educators and institutions. All of the models focus in on student activity. Once the students are engaged in an activity, there are different ways that they can learn from it. Students are in control of their learning. Building a community is also important especially online. Students like to know that they can email, message, call or video chat when needed because of the lack of face-to-face environment. This is important in all educational settings as most students are venturing out for the first time or completing a journey. There will be factors that are set up against student learning such as retention, academics, social and other factors. However, with the community factors students have a good chance in overcoming all the stumbling blocks. The most important things are experienced instructors, designers that create the course that will engage and help students create their own experiences in learning.
Ertmer, P. a>, & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism:
Comparing Critical Features From an Instructional Design Perspective.
Performance Improvement Quarterly, 26(2), 43-71.
Doi:10.1002/piq.21143
This article breaks down the use of theories in educational settings. The theories are a part of the way learning is defined. Instructors use theories as guides and instructions as they prepare a course. “Learning theories provide instructional designers with varied instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection.” However, first the instructional designer must understand their position and the practices. It is a task to simplify the learning process in doing so because learning has its own aspects as well. Learning is a complex process and it includes a change in behavior that students learn from practices or experiences. There are three important positions in learning, (behavioral, cognitive, and constructivist). In this article these three positions are questioned in a variety of ways that makes theories make sense to the educational context. One question stood out to me, “Which factors influence learning?” This is an important question that can help with successful learning. Instructors have to make sure they are knowledgeable of the material and students as well. These theories and study of theories can help with all aspects of having a successful educational context. This was a great article that I recommend everyone to take a look at.
Unit 5
Britt, D. M. (2015). HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. College Student Journal, 49(3), 399-404.
Since online education has so great over the years, there has been a need to find better strategies for these students. Student engagement is one important strategy in online learning. Kolb’s Experiential Theory is referenced because it relates to modifications being made by experience and where concepts are formed. In adult learners experience is their best teacher. With these students the instructor does not have to try to teach them information but “engage in a process of mutual inquiry instead of knowledge transmission.” In online learning students want to be engaged when they are learning. The course or subject doesn’t matter as long as they are engaged in what they are learning. In order for this to take place, there must be collaboration between the students and instructor. The students will engage as they have discussions and questions. However, when the instructor is involved the process of learning goes to a different level. There have been so many technological advancements that have helped online learning more comparable to authentic learning. The online tools such as Web 2.0 and robust have played a major role in this. A few examples of making authentic learning live in online learning are:
- Real world relevance
- Collaboration
- Integrated assessments
- Reflection
- Multiple sources and perspectives
- Multiple interpretations
These are some great strategies and key factors for instructors to keep in mind and mimic when needed for the success of their students learning. This is a great read and I recommend it to other students.
Sydner, M. m. (2009). Instructional-Design Theory to Guide the creation of Online
Learning Communities for Adults. Techtrends: Linking Research &
Practice To Improve Learning, 53(1), 45-57. doi:10.1007/s11528-009-0237-2
This was a very informative article to read. Online learning has grown, so has the strategies, and now fostering communities. One thing I know is that learning communities are important in online learning. Learning communities are groups of people that share the common interests of learning and sharing knowledge. This reminds me of the discussions that we share and engage in. This study is for the instructional-design theory that supports community. There is a way to incorporate learning as a community whe building courses. Constructivism is linked to this great read as it is “one of the three primary theoretical perspectives that determine the instructional methods used in instructional-design theories.” A few strategic approaches for this are: reinforce-recognize-reward, allow time for closure and reflections, utilize the World Wide Web, and provide relevant, accessible information. This are important as instructors remember that adult learners are included. The design theory is a heavy factor in this article. It is one to keep in mind as we build on our own courses and foundations as instructors.
Unit 7
CICCO, G. (2016). RELECTING ON ONLINE COURSE EVALUATIONS: FIVE
MUST-DO’S FOR FACULTY AND STUDENTS. Journal of Educational
Technology, 12(1), 1.
This article puts online learning into perspective when it comes to instruction and assessments. We know that these two are important to successful student learning. Student performance measures the effectiveness of the instructor in a course. Every educator wants to have a successful student ratio. In order for that to take place the educator must use instruction and assessment to help students upon evaluations. The PICCA is a great example used in this article. “PICCA” is a breakdown of the standards that must be adhered to by students and faculty to increase the chances of success while limiting unnecessary chances of failure or not meeting the full potential in online courses. There are five principles that can be used in helping with this. They are:
- Presence
- Interaction
- Clarity
- Consistency
- Availability
These are familiar to instructors because they are used as assessments, strategies, tools and more are being prepared for a course. This shows how instructors can evaluate themselves and the course. These evaluations create successful or unsuccessful results but both are used to make things better.
Gibson, P. A., & Dunning, P. T. (2012). Creating Quality Online Course Design
Through a Peer-Reviewed Assessment. Journal of Public Affairs
Education, 18(1).
The opening statement in this article, “In online instruction, the effectiveness of the learning experience is manifest, in part, in the course design.” This lingered in my mind as I read this article. Course design is the start of having the effectiveness inside and outside of the course. What students do when they are online is important and what they do when they are not in class is as well. Higher education enrollments are steadily expanding. Educators must take heed and be ready to prove effective instructions. QAI is a peer-reviewed process for evaluating and improving course design in the study at Troy University. This study goes into depth about obtaining quality course content. As instructors and students we know that the content within the course is what we go by. In the study there were some criteria represented to provide effective course content such as alignment in standards, learner interaction and activities, and assessment and measurement. Within this article there were some simple yet important things that stood out regarding a course. For example, clear standards, clear navigational instructions and the enhancement of course technology. Instructors must also keep in mind that “the availability of technology does not necessitate its use.” That is powerful to know and must be understood as well. I suggest this article for other students to read.
Unit 8
Turkish Online Journal of Distance Education; April 2012, Volume:13 Number: 2 Article 4
The article ” eFact Formative Assessment of Classroom Teaching For Online Classes” discusses the increase in online degrees and programs. The online education world is always increasing because students are becomeing more and more interested in learning online. The questionof all times is “Do students learn better face-to-face or online?” There is a study in this article where students learning is evalauted. There were some negatives and positives of the evaluations. A few noted problems were Technical problems, challenges of effective communication, and a need for more face -to-face interaction. The quality of online learning has been and still is in question. However, assessments of courses within online programs helps to evalaute the quality at institutions. The reason that online programs are growing and are worked up to provide quality is because this is the only way some students can attend school. There is that hardworking single mother, and a fast pace living students. These online courses are needed. After all the assessments and evaluations, the instructors are presented the opportunity to adjust what they need to in the methods of teaching. Feedback from the students play a major role in this as well.
Marzano, M. P., & Allen, R. (2016). Online vs. Face-to-Face Course Evaluations: Considerations for Administrators and Faculty. Online Journal of Distance Learning Administration, 19(4), 1.
We know the difference between online and face-to-face learning is the change in the environmental setting. Some think may think that face-to-face learning is more effective than online learning. However, the enrollment in online learning is still on the rise. Most students take online courses for convience. In this article students evaulate courses in online and face-to-face settings. Whether students evaluate courses differently according to setting or critically is the question at hand. This makes sense because the settings play a major role in how students learn. Usually the evaluation is at the end of the course related to course design, instructor and textbooks. These surveys are widespread and used to access courses and faculty. Students rate the instructor more in the face to face setting and online students in course organization and materials. This seems logical. There were 4 important questions in this study that the students were given. The results varied a great deal. Most of the online assessments were low. That is why time has to be put into creating courses. Institutions must play their role to make this happen as well, if need be for more costs and training. These evaluations are used to help make changes where needed with the course and instructor if needed. This is a great article to read.
NYJ_LEARN 