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Enhancing Learner Independence Through Pedagogical Strategies in eLearning

This guide addresses key pedagogical issues and strategies for developing learner independence in an online environment. It emphasizes the importance of learning skills—such as organization, initiative, and teamwork—over traditional content. By fostering independence, students become responsible learners who can follow instructions, manage their time effectively, and engage proactively in their education. This document outlines ways to implement these skills practically, encouraging students to utilize tools for scheduling, collaboration, and self-assessment in their learning journeys.

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Enhancing Learner Independence Through Pedagogical Strategies in eLearning

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  1. DevelopingIndependenceOnline Addressing Pedagogical Issues David Tallach Miller, eLearning Facilitator David.Miller@dsbn.edu.on.ca 905-227-5551 x 2288 Dennis Munn, Curriculum Administrator Dennis.Munn@dsbn.edu.on.ca 905-227-5551 x 2359 Sue Greer, Superintendent of Schools Sue.Greer@dsbn.edu.on.ca 905-641-2929 x 4110 David Tallach Miller District School Board of Niagara

  2. The most important skill that you can pass on to a learner is – how to learn.

  3. Learning Skills vs. Content • Learning Skills are most important • continuous • constant • independent of content • transferable • Curriculum is less important • inconsistent • dependent on current philosophies • non-transferable

  4. What are the Learning Skills? • Independence • Organization • Work Habits • Initiative • Teamwork

  5. Defining Independence I • low maintenance / without supervision • follows instructions • follows routines • takes responsibility

  6. Defining Independence II • sets goals • identifies • interprets • re-states • researches • pursues • stays on task • completes tasks

  7. Defining Organization I • uses a scheduling tool to meet deadlines • calendar/daybook/PDA • software (Outlook) • makes notes that are • concise • precise • complete • easily searched

  8. Defining Organization II • uses organizing tools such as • cognitive (mnemonics) • physical (highlighting) • organization of thought • writing • oral

  9. Defining Work Habits I • completes assigned work • homework • assignments • routinely and effectively organizes learning materials • notes • equipment

  10. Defining Work Habits II • uses time efficiently • reduces distractions • stays on task • consistent effort • shows attention to detail

  11. Defining Initiative I • asks for clarification of work when needed • ambiguous instructions • due dates not set • asks for assistance when needed • takes risks

  12. Defining Initiative II • seeks a variety of learning strategies as needed • reads • makes notes • co-operative learning groups • participates in discussions

  13. Defining Initiative III • seeks higher order tasks • C questions • analysis • synthesis • evaluation

  14. Defining Teamwork Skills I • willing to work with others • assumes the responsibility assigned such as • discussion facilitator • recorder • summarizer • illustrator

  15. Defining Teamwork Skills II • helps others • provides constructive feedback to others • share resources • considers and reflects on differing opinions

  16. Developing Independence I • students need to follow instructions • The web-based course must be self-aware. • self-referencing • referral to appropriate parts of course • FAQs • glossary • the instructions must be clear • there must be a consistency of terms

  17. Developing Independence II • students must follow routines • due dates are set via online scheduler • drop-boxes are clearly identified • communication routes are clearly made • email • discussions • paging/instant messaging • chat • eJournal • FAQs • whiteboard • drop box • topic/unit/course feedback link

  18. Developing Independence III • responsibility & goals… identifies  pursues • evaluation methods are listed and clearly defined • research skills are developed with a tutorial • completes/stays on task • set due dates via scheduler • post news items at appropriate times • email

  19. Developing Organization Skills • students use a scheduling tool to meet deadlines • encourage the use of the online scheduler • students make notes and share thoughts • have summaries of discussions submitted to a drop box for evaluation • include a course eJournal as well as a personal eJournal • students use organizing tools • have students create and submit summary • webpage • slideshow

  20. Developing Work Habits I • students complete assigned work • have students create/use scheduler • post news • students routinely and effectively organize learning materials • have students submit a “cheat sheet” of unit content • students participate • monitor discussion activity daily • monitor if students are online

  21. Developing Initiative I • students ask for clarification / assistance • read email daily • add to discussions when needed • ask students to produce material that they have not done before • equations • presentations • web pages

  22. Developing Initiative II • students seek a variety of learning strategies as needed • set up a variety of tasks • virtual vs. real labs • ethics discussions • role playing • students seek higher order tasks • assign homework/work that requires higher order thinking and group participation for it to succeed

  23. Developing Teamwork Skills I • set co-operative tasks that make use of • chat (help, feedback) • virtual whiteboard (help, feedback) • email (help, feedback) • group work area (share resources) • group discussions (roles, feedback, reflection)

  24. Developing Teamwork Skills II • Probably harder to create a feeling of inter-dependence than independence • use group orientated tasks and implement • group folders • group discussions • group email • group chat • group whiteboards • and assign independent roles • researcher • editor • presenter

  25. Scaffolding I • Less is More • Group Selection • you select the groups • computer randomly selects groups • students select groups • Discussions • you select • discussion topics • roles • students select • discussion topics • roles

  26. Scaffolding II • Less is More II • Assignments • you select a specific task • students select from a group of tasks • students determine their own tasks • Notes/Web Text • you • create a website • create the web pages with the information • create a summary of units • students • create website - http://www.eDSBN.net/courses/PTWeb/ • students suggest homework • students create quizzes/test/assignments

  27. Conclusion • design for success • require certain tasks to be completed before students move on • set schedules and procedures • Include Teamwork • remove scaffolding slowly • teach how to learn… then monitor and mentor.

  28. DSBN Team David Tallach Miller, eLearning Facilitator David.Miller@dsbn.edu.on.ca 905-227-5551 x 2288 Dennis Munn, Curriculum Administrator Dennis.Munn@dsbn.edu.on.ca 905-227-5551 x 2359 Sue Greer, Superintendent of Schools Sue.Greer@dsbn.edu.on.ca 905-641-2929 x 4110

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