Online Learning Theories

1. Becomingan e-Tutor Online Learning Theories

2. Contents • Behaviourist Learning Theory • Cognitive Learning Theory • Constructivist Learning Theory • Connectivist Theory • Adult Education Theory • Self-Regulated Learning Theory

3. Introduction • E-learning has becomean important factor in higher education. Although at firstseen as an alternative, it is now a powerfullearningapproachusedbymost of theinstructors. • Bytheintegration of information and communication technology (ICT) intoteaching-learningprocesses, diffusion of innovationsandexplosion of knowledge has reallychangedthewayweinteractwithknowledgeandthewaywelearn.

4. TargetGroup WHO Location WHERE Learning Objectives WHAT FOR Self, Instructor or Learners WITH WHOM Content WHAT Methodology HOW What is Didactics? • Theory of Instruction • Theory of Teachingand Learning • Main Issues of Didactics - WHO shouldlearn WHAT with WHOM, WHERE, HOW and WHAT FOR?

5. New Paradigm in Teaching-Learning Process Let us watch a video: http://www.youtube.com/watch?feature=player_embedded&v=zDZFcDGpL4U#!

6. New Paradigm & New Culture • CommonTruth: Ifwewanttoimplement e-learningsuccessfully, weneed “a newteachingandlearningculture”  CommonMistake: Don’treplicatewhatyouaredoing at face-to-faceeducationalcontext

7. Components of Effective e-Learning Ally (2008, p. 37)

8. Behaviourism Cognitivism Constructivism Connectivism Didactical Models in e-Learning

9. Behaviourism • Figures:Pavlov, Thorndike, Watson, Skinner • Learning is a change in behaviourduetoexperience - “learning is a function of changewithstimuliandresponses” • Mind is a blackbox - “it is not relevanttoknowtheprocess of learning is happeningwithinthebrainbecausethefocus is on theresults of learning, not theprocessitself” • A strong element of behaviourism is positiveandnegativefeedback, which can conditionthelearner (reinforcement). • Knowledge is offered in a fragmentisedway. In a behaviouristicenvironmentdidacticalaspectslikeknowledgetests, homeworkandhighlystructuredlearningarecommon. • Thefirst e-Learning lessonsweremostlylabelled as 'Drill-and-practice'. Thelessonsarebuildup on practising.  

10. Implications of Behaviourism for e-Learning • Learners should be told the explicit outcomes of the learning sothat they can set expectations and can judge for themselveswhether or not they have achieved the outcome of the onlinelesson. • Learners must be tested to determine whether or not they haveachieved the learning outcome. Online testing or other forms oftesting and assessment should be integrated into the learningsequence to check the learner’s achievement level and to provideappropriate feedback. • Learning materials must be sequenced appropriately to promotelearning. The sequencing could take the form of simple tocomplex, known to unknown, and knowledge to application. • Learners must be provided with feedback so that they can monitorhow they are doing and take corrective action if required.

11. Cognitivism: Memory & Individual Differences • Figures: Bloom, GagneiClark, Merrill • Learning is defined as an internalprocessthatinvolvesmemory, thinking, reflection, abstraction, motivation, andmetacognition. • Defines how theinformation is processed in thebrain (shorttermmemory, workingmemory, longtermmemoryetc.). • Cognitivism is about: collecting; adapting; andintegratinginformation. • Thefocus is on thewaywearelearning, not only at theoutcome of thelearningprocess. Techniqueslikemindmappingareusedtoanchortheinformation. • Thus, tofacilitatedeeperprocessing, learnersshould be encouragedtogeneratetheirowninformationmaps. • Cognitivistsalsorocegnizestheimportance of individualdifferences, and of including a variety of learningstrategies in online instructiontoaccommodatethosedifferences.

12. Implications of Cognitivism for e-Learning • Strategiesshould be usedtoallowlearnerstoperceiveandattendtotheinformationsothat it can be transferredtoworkingmemory. • Strategiesshould be usedtoallowlearnerstoretrieveexistinginformationfromlong-termmemorytohelpmake sense of thenewinformation. • Information should be chunkedtopreventoverloadduringprocessing in workingmemory. • Otherstrategiesthatpromotedeepprocessingshould be usedtohelp transfer informationtolong-termstorage. • Online learningmaterialsshouldincludeactivitiesforthedifferentlearningstyles, sothatlearners can selectappropriateactivitiesbased on theirpreferredstyle.

13. Implications of Cognitivism for e-Learning • Inadditiontoactivities, adequatesupportsshould be providedforstudentswithdifferentlearningstyles. • Information should be presented in differentmodestoaccommodateindividualdifferences in processingandtofacilitate transfer tolong-termmemory. • Learnersshould be motivatedtolearn. Itdoes not matter how effectivethe online materialsare, iflearnersare not motivated, theywill not learn. • Encouragelearnerstousetheirmetacognitiveskillstohelp in thelearningprocess. • Online strategiesthatfacilitatethe transfer of learningshould be usedtoencourageapplication in differentandreal-life situations.

14. Constructivism • Figures: Piaget, Vygotsky, Bruner, Ausubel • Learning is an activeprocess in whichthelearnerusessensoryinputandconstructsmeaningout of it. • Constructivism is thelabelgivento a set of theoriesaboutlearningwhichfallsomewherebetweencognitiveandhumanisticviews. Ifbehaviourismtreatstheorganism as a blackbox, cognitivetheoryrecognisestheimportance of themind in making sense of thematerialwithwhich it is presented. Nevertheless, it stillpresupposesthatthe role of thelearner is primarilytoassimilatewhatevertheteacherpresents. Constructivism — particularly in its "social" forms — suggeststhatthelearner is muchmoreactivelyinvolved in a jointenterprisewiththeteacher of creating ("constructing") newmeanings. • We can distinguishbetween; • "cognitiveconstructivism" which is about how theindividuallearnerunderstandsthings, in terms of developmentalstagesandlearningstyles, and • "socialconstructivism", whichemphasises how meaningsandunderstandingsgrowout of socialencounters.

15. Implications of Constructivisimfor e-Learning • Learning should be an active process. Learners should construct their own knowledge rather than accepting that given by the instructor. • Collaborative and cooperative learning should be encouraged to facilitate constructivist learning. • Learners should be given control of the learning process. • Learners should be given time and opportunity to reflect. When learning online, students need the time to reflect and internalize the information. • Learning should be made meaningful for learners. • Learning should be interactive to promote higher-level learning and social presence, and to help develop personal meaning.

16. Connectivism – for digital age • Learning has an endgoal - namelytheincreasedabilityto "do something". • Learning is a process of connectingspecializednodesorinformationsources. A learner can exponentiallyimprovetheirownlearningbyplugginginto an existing network. • Learning mayreside in non-humanappliances. Learning (in the sense thatsomething is known, but not necessarilyactuated) can rest in a community, a network, or a database. • Thecapacitytoknowmore is morecriticalthatwhat is currentlyknown. Knowingwheretofindinformation is moreimportantthanknowinginformation. • Nurturingandmaintainingconnections is neededtofacilitatelearning. • Learning andknowledge rest in diversity of opinions. • Learning happens in manydifferentways. Courses, email, communities, conversations, web search, emaillists, readingblogs, etc. Courses are not theprimaryconduitforlearning.

17. Connectivism – for digital age • Organizationalandpersonallearningareintegratedtasks. Connectivismattemptstoprovide an understanding of how bothlearnersandorganizationslearn. • Currency (accurate, up-to-dateknowledge) is theintent of allconnectivistlearning. • Decision-making is itself a learningprocess. Choosingwhattolearnandthemeaning of incominginformation is seenthroughthe lens of shiftingreality. Whilethere is a rightanswernow, it may be wrongtomorrowduetoalterations in theinformationclimateimpactingthedecision. • Learning is a knowledgecreationprocess...not onlyknowledgeconsumption. Learning toolsanddesignmethodologiesshouldseektocapitalize on thistrait of learning. • Let us watch a video http://www.youtube.com/watch?feature=player_embedded&v=XwM4ieFOotA

18. Implications of Connectivism for e-Learning Source: http://www.visual-mapping.com/2008/03/connectivism-learning-theory-for.html

19. Comparison of Didactical Models Source: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

20. AdultEducationTheory • Among learning theories, speaking of adult education is inevitable because e-learning process is more suitable for and preferred more by adults. • There are many adult education theories, yet Knowles’ (1990) learning theory of andragogy is one of the most well-known. • Knowles states that adults can only be successful with an approach designed directly in line with their own characteristics since there are significant differences in learning characteristics between adults and children

21. Knowles’ Assumptionsof AdultLearners Source: http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/

22. Knowles’ Adult Learning Theory Source:http://elearninginfographics.com/adult-learning-theory-andragogy-infographic/

23. Implications of Adult Learning Theoryfor e-Learning • It is crucial to use appropriate preparatory methods to attract the interest of adult learners (e.g. diagrams, videos, cases). • It is essential for instructors to clearly explain why that lesson should be learned and how to use of contents. • Insteadof exhibiting a judgmental and critical attitude, it should be better to have a respectful attitude and to create a respectful, safe, comfortable, mutual and informal atmosphere for adult learners. • Adults are individuals with prior experience, which they are happy to share with others. Instructors should acknowledge this prior experience, and use it to enable learners connect their new knowledge to past experience or events for a deeper learning. • Adults are self-directed, which is why the role of instructors is to guide them to access information instead of providing them with information. • Instructorsshould make necessary arrangements to accommodate such differences. It will be useful to provide the content using a variety of tools, media, and styles and to leave the content flow as well as assessment options to the preference of learners.

24. Self-Regulated Learning Theory • Self-regulated learning is a process that helps students in order to managing their thoughts, behaviors and emotions. • Therefore students can manage their learning experiences successfully (Zumbrunn, Tadlock & Roberts, 2011). • There are 3 phases of self-regulated learning theory. Forethoughtand planning Reflection on Performance Performance Monitoring on Violition

25. Self-Regulated Learning Theory - Forethought and Planning • In this phase, learning goals are created, plans are organized and strategies are determinate. First of all some features of e-learning should be determined for effective e-learning process as follow. • Students and teachers are in different places • Communication via different and written media • Individualization of instruction • Learning occur as a result of students activities • Content is easily accessible by students • Each student take responsibility for their own learning

26. Self-Regulated Learning Theory - Performance Monitoring or Violition • It is extremely important that students taking responsibility for their own learning can operate independently in e-learning environments to be successful of them. • In this process, students are often alone and must be self-motivated. • Students, who can plan their studies and adapt this plan, may be more successful in the e-learning process. • Most of time e-learning task is given to students. According to e-learning task, students find appropriate self-instruction methods for themselves. • Comprehension and progress are monitored during e-learning task.

27. Self-Regulated Learning Theory - Reflection on Performance • Performance evaluation and feedback is given in this phase. various technologies used in e-learning environment for it. • Different technologies have led to the formation of different levels of interaction which is one of the key points of e-learning. • Some tools is used to support communication and feedback in e-learning environment such as e-mail, forum, blog, chat, video conference etc.

28. References • Ally, M. (2004). Foundations of educationaltheoryfor online learning. InAnderson, T. andElloumi, F. (eds.) Theoryandpractice of online learning. Athabasca, AB: AthabascaUniversity. • Ally, M. (2005). Multimedia information design for mobile devices. In M. Pagani (Ed.) Encyclopedia of multimedia technology and networking. Hershey, PA: Idea Group Inc. • Anderson, T. (2008). Towards a Theory of Online Learning. InAnderson, T. andElloumi, F. (eds.) Theoryandpractice of online learning. Athabasca, AB: AthabascaUniversity. • An Epic White Paper: Learning designand e-learning. (2003). URL: http://www.dokeos.com/doc/thirdparty/Epic_Whtp_learningdesign.pdf • Bridging Learning Design and Modern Knowledge Needs. URL: http://www.elearnspace.org/Articles/ldc.htm • ConstructivisitTheory. URL: http://www.learningandteaching.info/learning/constructivism.htm • Daniela Tuparova, GeorgiTuparov. (2005). Didactical Issues of E-learning- Problems and Future Trends. URL: http://ecet.ecs.ru.acad.bg/cst05/Docs/cp/sIV/IV.12.pdf • Didactics. URL: http://www.carnet.hr/referalni/obrazovni/en/mkod/ped/didactics.html • DidacticalModels in e-Learning. URL: http://www.leerbeleving.nl/wbts/1/didactical_models.html • E-Learning:Didactical Recommendations andQuality AssuranceAn Overview. URL: http://www.boku.ac.at/fileadmin/_/unileitung/bdr/qualitaetsmanagement/QMS/ELLS_eLearning_Didactical_Recommendations___QA_17.04.2012.pdf • Elements of w-Didactics. URL: http://www.slideshare.net/Wieckenberg/elements-of-e-didactics • Knowles, M. (1996). Adult learning. In Robert L. Craig (Ed.), The ASTD Training and development Handbook (p. 253-264). NY:McGraw-Hill. • Siemens, G. (2004). Connectivism: A learning theory for the dijital age. Retrieved 08.08.2012 from http://www.elearnspace.org/Articles/connectivism.htm. • TheoryandPractice of Online Learning. URL: http://cde.athabascau.ca/online_book/ • U. Frommann, T.-T. Phan Tan. (2005). On The Didactical Potential of E-learning Courseware. URL: http://www.isprs.org/proceedings/XXXVI/6-W30/Paper/eLearnWS_Potsdam2005_Frommann.pdf • Zumbrunn, S., Tadlock, J., & Roberts, E.D. (2011). Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature. Retrieved 14.07.2014 From http://www.self-regulation.ca/download/pdf_documents/Self%20Regulated%20Learning.pdf