Teaching and Learning in Online Distance Education (OMDE610)
Behaviorism, Cognitivism & Rubrics
Harasim depicts learning as a behavior that demonstrates acquisition of knowledge or skills. I would describe the behaviorist theory as manipulative. Contracts are established between a student and a teacher regarding behavior change and consequences (positive and negative) occur through reward and punishment.
Although behaviorism is the oldest of them all, it still valid today. Instructional design is founded in behaviorism. Harasim posits the following:
Considering the ability of behavioral instructional design to predict change in student behavior, this theory serves well when constructing a rubric. Harasim posit that behavioral instructional theory consists of prescriptions for what stimuli to employ if a particular response is intended. Winn & Snyder supports this point of view by stating “The instructional designer can be reasonably certain that with the right set of instructional stimuli all manner of learning outcomes can be attained” (Winn & Snyder, 1996, p.133). Furthermore, cognitive theory is at work when constructing a rubric in that educational objectives can be organized according to their cognitive complexity and used for assessing student outcomes and establishing learning objectives.
References:
Kanuka, H. (2008). "Understanding eLearning Technologies in Practice through Philosophies-in-Practice" from The Theory and Practice of Online Learning (online book). pp. 91-118sessing instructional objectives.
Harasim, L. (2011). Learning theories and online technology. New York: Routledge.
Although behaviorism is the oldest of them all, it still valid today. Instructional design is founded in behaviorism. Harasim posits the following:
- Behaviorism emphasized the ability to analyze and deconstruct the elements or steps of learning into instructional design, by breaking down a task into smaller steps or chunks and by specifying behavioral objectives.
- To develop behaviors objectives, it is necessary to identify and specify quantifiable behaviors or outcomes.
Considering the ability of behavioral instructional design to predict change in student behavior, this theory serves well when constructing a rubric. Harasim posit that behavioral instructional theory consists of prescriptions for what stimuli to employ if a particular response is intended. Winn & Snyder supports this point of view by stating “The instructional designer can be reasonably certain that with the right set of instructional stimuli all manner of learning outcomes can be attained” (Winn & Snyder, 1996, p.133). Furthermore, cognitive theory is at work when constructing a rubric in that educational objectives can be organized according to their cognitive complexity and used for assessing student outcomes and establishing learning objectives.
References:
Kanuka, H. (2008). "Understanding eLearning Technologies in Practice through Philosophies-in-Practice" from The Theory and Practice of Online Learning (online book). pp. 91-118sessing instructional objectives.
Harasim, L. (2011). Learning theories and online technology. New York: Routledge.
Constructivism, OCL & Social Media
Leaner-centered instruction using constructivist and OCL learning theories focuses on the independent learner as well as the collaborative learner. The constructivism theory informs pedagogy by (1) inquiry-based learning (2) case based learning and (3) role-play simulation. The premise is that the teacher facilitates the conditions for learning. Designing effective activities will require planning and a thorough understanding of constructivist and OCL learning theories. As such, it significantly increases preparation time. Instructor must be creative in designing learning activities to encourage discovery of a new concept or information. This may be difficult for some instructors. On the upside of constructivist and OCL learning theories, students are stimulated through discovery. Abstract concepts become meaningful, explainable and remembered.
Community of Inquiry and Best Practices
Both the Community of Inquiry Model and Best Practices article by Abdul-Hamid (2006) emphasize the importance of design and organization, feedback, focused discussions, brainstorming and collaboration that appreciate different perspectives. Both acknowledge the significance in applying newly learned information to learning activities and reflecting on the module to reinforce construction of knowledge.
However, the article by Lewis and Abdul-Hamid (2006) gave no consideration for the students’ level of comfort with open communication. Its mandate of discussion participation offers no consideration or alternatives for those uncomfortable with open communication or with disagreeing with other course participants. Those considering online learning maybe discouraged due to the demands of open communication. It’s been several years since I attended a f2f class. I was graded on class participation but not to the extent of which it is evaluated in online learning. The mere fact that I showed up for class counted for something. I felt more comfortable with written assignments then class discussion. In my MDE program, I have found myself trying to develop some feedback even when there was nothing new to say. However, I do understand the importance of class engagement.
Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education, 31(2), 83-98.
CoI (2014). Community of inquiry survey. Athabascau. Retrieved from https://coi.athabascau.ca/coi-model/coi-survey
Community of Inquiry and Best Practices
Both the Community of Inquiry Model and Best Practices article by Abdul-Hamid (2006) emphasize the importance of design and organization, feedback, focused discussions, brainstorming and collaboration that appreciate different perspectives. Both acknowledge the significance in applying newly learned information to learning activities and reflecting on the module to reinforce construction of knowledge.
However, the article by Lewis and Abdul-Hamid (2006) gave no consideration for the students’ level of comfort with open communication. Its mandate of discussion participation offers no consideration or alternatives for those uncomfortable with open communication or with disagreeing with other course participants. Those considering online learning maybe discouraged due to the demands of open communication. It’s been several years since I attended a f2f class. I was graded on class participation but not to the extent of which it is evaluated in online learning. The mere fact that I showed up for class counted for something. I felt more comfortable with written assignments then class discussion. In my MDE program, I have found myself trying to develop some feedback even when there was nothing new to say. However, I do understand the importance of class engagement.
Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education, 31(2), 83-98.
CoI (2014). Community of inquiry survey. Athabascau. Retrieved from https://coi.athabascau.ca/coi-model/coi-survey
Connectivism, Communities of Practice, & MOOCs
Philosophy has a direct effect on learning theory. Whether you prescribe to Behaviorism, Cognitivism, or Constructivism, there is a learning approach that can accommodate the online teacher and learner.
With the development of networked communities, connectivism (a new learning theory) has expanded pedagogical choices. Connectivism concludes that knowledge is dispersed across networks and learning is chiefly one of establishing a diverse network of connections and observing patterns of participants (Siemens, 2008b). A community of practice is a connection point described as a node. Two or more connections formulate a network (Siemens, 2005). The function of the network is to interface and discover new information for the purpose of formulating decisions, and conspiring ideas and information. As such, the diversity of networks now available (i.e., Weebly, Wikipedia, social networks, blogs), and the collaboration of information within the connectivism theory makes it palpable to the online teaching and learning.
MOOCs are communities of practice (CoPs) and are structured to facilitate a set of people with a common purpose that can share ideas, experiences, and points of view. The purpose of the CoPs is to formulate knowledge, solving problems and document solutions. Harasim describes the benefits as resulting in some outcome, whether it is an idea, a tool, drawing, online post, or simply becoming more knowledgeable skillful with respect to the practice (Harasim, 2012). One of the major characteristics of MOOCs is that they produce good debate and discussion
Reference:
Harasim, L. (2011). Learning theories and online technology. New York: Routledge.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
- OCL The Online Collaborative Model
- ODE Online Distance Education
- OC Online Courseware
With the development of networked communities, connectivism (a new learning theory) has expanded pedagogical choices. Connectivism concludes that knowledge is dispersed across networks and learning is chiefly one of establishing a diverse network of connections and observing patterns of participants (Siemens, 2008b). A community of practice is a connection point described as a node. Two or more connections formulate a network (Siemens, 2005). The function of the network is to interface and discover new information for the purpose of formulating decisions, and conspiring ideas and information. As such, the diversity of networks now available (i.e., Weebly, Wikipedia, social networks, blogs), and the collaboration of information within the connectivism theory makes it palpable to the online teaching and learning.
MOOCs are communities of practice (CoPs) and are structured to facilitate a set of people with a common purpose that can share ideas, experiences, and points of view. The purpose of the CoPs is to formulate knowledge, solving problems and document solutions. Harasim describes the benefits as resulting in some outcome, whether it is an idea, a tool, drawing, online post, or simply becoming more knowledgeable skillful with respect to the practice (Harasim, 2012). One of the major characteristics of MOOCs is that they produce good debate and discussion
Reference:
Harasim, L. (2011). Learning theories and online technology. New York: Routledge.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. elearnspace. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Best Practices: Theory, Policy, and the DE Organization
In this Web 2.0 era, stakeholders will need to adhere to at least one of the many elearning theories (i.e., Connectivism, Constructivism and Online Collaborative Learning,etc.) in order to maintain a presence in higher education. Theory informs policies in the DE organization by providing options to address the diverse characteristics of online learners; while at the same time, meeting the objectives of the organization. Due to the thrust of online learning and its growth within higher education, stakeholders must accept the new direction of online learning within higher education and be willing to participate.
Support for Perspective Students
It's vital for the instructor to see the importance of setting the tone or atmosphere of the course. More frequently than not, there will be teacher not very experienced in online learning and there will be students not familiar with the metacognitive skills associated with “learning how to learn".
Metacognitive skills are those associate with “learning how to learn”:
Web based resources that assist in the development of time management strategies.
· Resources that teach how to become a successful online learner
· Online services and web-based resources that assist students in writing papers
· Library resources that teach how to search online databases
· Community-building tools and social software for facilitating learner interactions.
Moisey, S. & Hughes, J. (2008). "Supporting the Online Learner" from The Theory and Practice of Online Learning (online book). pp. 419-439
Institutional Adoption
Online learning is not pedagogy. Online learning includes three major pedagogical models. Most institutions utilize a mix of the three:
Harasim, Chapter 8. pp. 121-139
Support for Perspective Students
It's vital for the instructor to see the importance of setting the tone or atmosphere of the course. More frequently than not, there will be teacher not very experienced in online learning and there will be students not familiar with the metacognitive skills associated with “learning how to learn".
Metacognitive skills are those associate with “learning how to learn”:
Web based resources that assist in the development of time management strategies.
· Resources that teach how to become a successful online learner
· Online services and web-based resources that assist students in writing papers
· Library resources that teach how to search online databases
· Community-building tools and social software for facilitating learner interactions.
Moisey, S. & Hughes, J. (2008). "Supporting the Online Learner" from The Theory and Practice of Online Learning (online book). pp. 419-439
Institutional Adoption
Online learning is not pedagogy. Online learning includes three major pedagogical models. Most institutions utilize a mix of the three:
- Online Collaborative Learning (OCL)
- Online Distance Education/correspondence model (ODE)
- Online Courseware/individualized learning, self-study pedagogies and multimedia courseware (OC).
Harasim, Chapter 8. pp. 121-139