What we know about learning is an important starting point
for exploring the use of technology and the design and success of online and
blended learning. The basis of effective online learning is comparable to the
foundation of effective learning in general. Among the many theories
surrounding how people learn, this paper focuses on three aspects of learning,
which in turn are tied
to the use of the online learning components integrated in
the two courses of the study.
Learning theory suggests that learning is promoted or
enhanced (1) when students are actively involved in the learning, (2) when
assignments reflect real-life contexts and experiences, and (3) when critical
thinking or deep learning is promoted through applied and reflective activities.
Each of these aspects of learning are briefly reviewed, with a subsequent
discussion of how the online learning components integrated in the two courses
were chosen with these dimensions in mind. Numerous studies have demonstrated
that a student’s active involvement in the learning process enhances learning,
a process often referred to as active learning.
Simply stated, active learning involves “instructional activities involving
students in doing things and thinking about what they are doing”. Interactive
instruction or “learning by doing” has been found to result in positive
learning outcomes. Because many new technologies and web based activities are
interactive, online coursework has the potential to create environments where students
actively engage with material and learn by doing, refining their understanding
as they build new knowledge. As we observes, “When students become active
participants in the knowledge construction process, the focus of learning
shifts from covering the curriculum to working with ideas. And using technology
tools ‘to think with’ facilitates working with ideas and learning from that
process”. In addition to active involvement, students better understand and
apply material when problems
and situations are set in the context of real world issues
and situations. Authentic situations and scenarios can provide a stimulus for
learning, creating greater student motivation and excitement for learning,
representing and simulating real-world problems and contexts, providing an
important structure for student thinking. Emphasizing authentic tasks in
context rather than abstract out-of-context activities creates a greater
likelihood of learning. Technology and online instruction can facilitate
learning by providing real-life contexts to engage learners in solving complex
problems. The use of real-world situations has the potential to promote deep
learning through the development of critical thinking skills. Critical thinking
involves the active and skilful analysis, synthesis, and application of information
to unique situations. Learning retention and performance improves as students
are required to apply what they have learned and then reflect upon the learning.
Again, online instruction has the potential to provide
opportunities to promote reflective thought and deep learning through
realistically integrating and applying principles learned.
Online instruction, such as a simulation, thrusts learners
into a learning experience, increasing engagement and providing activities that
actively engage learners to analyse, synthesize, and evaluate information while
constructing knowledge. Built upon a foundation of learning theory, e-learning
can potentially provide many important payoffs. To learners, online instruction
offers the flexibility and convenience to complete learning units when and
where a learner desires. Additionally, online education has been used to reduce
costs and to provide an efficient, standardized way to
deliver content. In addition to potential cost savings, e-learning has
pedagogical potential beyond traditional methods related to the principles of
learning discussed. For instance, multimedia capabilities can be used with
learning exercises that allow learners to apply concepts realistically. Or,
animation can help demonstrate concepts and events difficult to portray in
traditional classes, which, in turn, can facilitate a more accurate
communication of important ideas. E-learning can deliver “new”
information not contained in traditional sources,
effectively reinforcing other course information through offering examples,
explanations, assessments, and exercises. In this way, online instruction can
potentially enhance learning compared to what can be accomplished using a
classroom only approach. However, there are also potential disadvantages or
limitations of online learning. For example, one study concluded that
asynchronous e-learning was not effective as a standalone method to deliver
technical training for information technology professionals Learners in the
study commented
that e-learning eliminates classroom interaction time, where
a significant amount of “real learning” takes place as users assimilate information,
utilize software, apply knowledge to problem solving, and interact with the
instructor and other learners.
Other potential problems of e-learning that have been
identified in previous research include a sense of learner isolation; learner
frustration, anxiety, and confusion; higher student attrition rates; the need
for greater discipline, writing skills, and self-motivation; and the need for
online users to make a time commitment to learning.
Based on these considerations, some research has stressed
the importance of using a “blended learning” approach. Blended learning is a
hybrid instructional
approach that combines elements of e-learning with the
traditional classroom environment . It involves starting with learning
objectives and then selecting the best combination of delivery methods to meet
those objectives. In some situations, blended learning may involve students
completing online units prior to meeting to ensure they share a common
foundation of knowledge.
This allows class sessions to go into greater depth with
application exercises and problem solving. Alternatively, e-learning elements
can be used after class meetings to maintain an on-going dialogue among a
community of participants about course-related topics through chats or discussion
board postings. Other blended learning options may use a combination of
pre-class and post-class e-learning components. As the use of e-learning and
blended learning continues to expand significantly in higher education and
business environments, we must gain an improved understanding of where, when,
and under what circumstances online and blended learning can be applied most
effectively as well as how it can best be implemented.
If students perceive some benefit to their learning (through
either a personal interest in or an application of content), they will likely
be more motivated to perform well. As one can observe, “Students who are
motivated to learn will choose tasks that enhance their learning, will work
hard at those tasks, and will persist in the face of difficulty in order to
attain their goals.”
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