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Building an Effective e-Learning Environment

Building an Effective e-Learning Environment . in a Competency=based Institution of higher Learning. Connecting of unique perspectives. Learner (center circle) Technology Investors

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Building an Effective e-Learning Environment

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  1. Building an Effective e-Learning Environment in a Competency=based Institution of higher Learning

  2. Connecting of unique perspectives • Learner (center circle) Technology Investors • Administration Faculty

  3. Faculty: Instructors Role in Building a Culture of e-Learning • In asynchronous instruction, faculty serve more as facilitators, scaffolding and mentoring students on personal discovery of clearly established learning objectives (Smart, et. al., 2012, Cubukcu, 2012). • Faculty and instructors should use a variety that build opportunities for students to engage with learning resources (LRs), but allow students to select the right LRs for their own discovery. In addition to drawing attention to interesting LRs on specific topics, instructors might facilitate discussions on discussion boards or encourage students to build FAQs or other projects on wikis that allow all participants to post ideas, discoveries, and questions (Smart, et. al., 2012; Cubukcu, 2012). • Instructors must facilitate student opportunities to apply their learning, the above mentioned practices are a beginning,. Other practices that motivate students and encourage personal learning: individual interactions through email and phone calls in which students have opportunities to ask questions, reflect on learning, and even share challenges of fitting studies into daily life (Cubukcu, 2012).

  4. The role of Administration and Investors in building e-culture • Customer-driven innovations. It is an interesting conundrum that will likely never be totally resolved. Are learners the product or the customer in education? It is difficult for academics to think of educational delivery as a business. It is difficult for investors, business leaders to think in terms other than those established by sound business practices. At the heart of this conflict is the learner. Davis (2011) found that students expect technology to provide “ ways to learn and complete homework” (Davis, 2011). • Responsible versus responsive educational models. Innovations in building e-learning environments has naturally challenged all of the status quos in determining the effectiveness of higher education. There is some evidence that increases in expenditures actually decrease efficiency, at least based on well-known measures (Powell, Gilleland, &Pearson, 2012). Powell (2012) discovered that efficiency and effectiveness should be founded on three categories: instructional expenses, academic support expenses, and student services expenses. It is interesting to note that all three of these categories are student-oriented, but not necessarily faculty or research oriented. • Building trust in competency-based education. For-profit models may be the first to risk breaking the models of education. Institutions such as New Charter University are attempting to build a model that reduces the cost enough for students that they should not need government assistance. Cost may be and initial driver, but sustainability will be found in sound educational practices. Competency-based education (CBE) is a model that lends itself to cost efficiency and effectiveness (MacLean, et. al.., 2011).

  5. Learners take responsibility • Learners need to take responsibility for their learning. Learners need to cultivate their own skills in navigating web-based tools, building competency in the associated learning objectives for the content, and providing evidence of their competence. (Schneckenberg, Ehlers, & Adelsberger, 2011; Davis, 2011). • Learners need to build confidence in their ability to self-assess and problem-solving skills in order advance in their development, course, and/or program. Learners advance in CBE programs through assessment. The ability to self-assess allows learners to advance based on their own understanding their competence. Building confidence in a learner’s ability to judge his or her own preparation advances the effectiveness of student –centered education. • Learner’s need intrinsic motivation in order to effectively participate in e-learning cultures. Schneckenberg, et.al. (2011) uses Kolb’s learning cycle emphasizing intrinsic motivation built on constructivist supported learning in e-learning cultures.

  6. Welding it all together • This presentation emphasizes the importance of all stakeholders investment in a mutually understood and beneficial e-learning culture. The inhibitors to building successful e-learning cultures need to be acknowledged and addressed in order for the culture to thrive.

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