There is no doubt that the role
of the internet has a huge role to play in the delivery of quality learning.
The demand pressure of the largest high school graduation class in 2008 (3.2
million graduating seniors) on traditional brick and mortar institutions as
well as the need of corporations to supplement training with
"just-in-time" training modules in order to meet job expectations,
has led to great innovation and advancement in the use of online learning
environments for course delivery. The trick in this ever growing dependency on
online learning and management systems is developing learning that captures the
imagination and keeps the attention of the learner long enough to meet the
measurable learning objectives of the instructor.
Creating learning in an online
environment is not as simple as placing a course syllabus, chapters from a book
and an examination online and hoping for the best. Learners, particularly adult
learners have different ways in which they acquire knowledge and look for a
more experiential learning system to enhance understanding and usefulness of
the course. Instructor inspired online courses that are designed with the needs
of the learner in mind are a far more effective way to deliver education
online, as oppose to leaving course development to computer technocrats with no
knowledge or experience with the pedagogy of learning.
What is Meant by
Models for Online Learning?
Models for online learning
include methods and technologies that enable learners to grow from the learning
experience. These include the incorporation of a pedagogical approach that is
learner focused and encourages participation and interaction. The best models
for online learning are dynamic, not static; that is learning takes place best
when the learner feels engaged and participates in the learning process.
Why is it important to consider
the needs of the learner in designing effective online courses? The quality of
any learning starts with the experience of the learner. An instructor who
designs courses of any type, whether for traditional classroom delivery or
online, have a clear objective to add to the knowledge of their students. If
learners have a hard time grasping the subject matter being taught or disengage
from the learning, this calls in question the instructor's ability and
effectiveness.
How Can an
Institution Create An Effective Online Learning Program?
Recognizing as the foundation
that effective online learning comes from the learner's perspective (learner
centered), an institution best serves its learning community by adapting those
techniques that have been proven to work with increasing knowledge. We know
through the world of educational psychologist Dr. Benjamin Bloom in the 1950s
that the goals or purpose of learning is to impart knowledge, skills and
attitude ("KSA"). Known as Bloom's Taxonomy of Learning Domains, this
process goes beyond rote memorization of facts and figures and takes the
learner to a higher level of deductive reasoning and thinking.
An effective online course is
created by adopting the basic principles of Bloom's Taxonomy and utilizing
tools and techniques that challenge the learner to interact with the learning,
challenge assumptions and supplement their learning with new knowledge based on
culture context and experience.
What Are the Best
Models Available for Online Course Development?
The best model for online
learning is those that are based on a system of social constructivism. Simply
put, social constructivism allows the learner to use their past experiences and
cultural context to incorporate learning. The most effective models for online
learning and course development begin with a mechanism that allows the learner
to be an active participant as oppose to a passive student.
Models for online course development that
adopt Knowles adult learning theory (known as Androgogy) tend to be the best
way to impart training in the most effective way. Androgogy (adult pedagogy) is
based on six principles: (1) need to know; (2) self-direct learning in order to
control purpose and techniques; (3) importance of prior experience; (4)
readiness (eagerness) to learn; (5) problem solving learning orientation; and,
(6) motivation to learn. Designing online courses on the basis of these
principles are a good way to yield learning that meets measurable outcomes.
