etc677 team2 treatise

8/2/2019 ETC677 Team2 Treatise

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Education is always going through trends. Some ideas come and some go, but one that

seems to be gaining momentum in recent years is online learning. Online learning has three major

aspects to its make-up: the online learning environment, the online delivery modes and the

applications used. Other aspects that need to be considered in relation to online learning are the

characteristics of the online learner as well as the characteristics of the online instructor. These

may be different from what would be expected from a traditional learning setting.

Attributes of Online Learning

According to Dabbagh & Bannan-Ritland, there are six attributes of online learning. This

first five attributes apply to Distance Learning in general with the sixth attribute specifically

oriented toward the online learning environment. The first addresses how Globalization and

learning as a social process are inherent and enabled through telecommunications technology

(2005, p. 16). This is suggesting that students are inherently brought together through online

learning environments. The second aspect that Dabbagh & Bannan-Ritland address mentions that

the concept of a learning group is fundamental to achieving and sustaining learning (2005, p.

16). Just because students are separated by space, they must still form learning groups for the

education to be successful. This concept is reiterated by the third aspect, suggesting that the

concept of distance is relatively unimportant or blurred (2005, p.16).

A fourth aspect of online learning addresses how course events are distributed across

time and place, occurring synchronously and /or asynchronously through different media

(Dabbagh & Mannan 2005, p. 16). This aspect is supported by the definition of e-learning

provided by e-learning consultant: the use of technology to enable people to learn anytime and

anywhere (Lucas, 2012). The fifth aspect discusses how students need to be engaged in multiple

forms of interaction, including learner-learner, learner-group, learner-content, and learner-


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instructor (Dabbagh & Mannan-Ritland, 2005 p. 16). The final aspect that Dabbagh and

Mannan-Ritland address is specific to online learning and not distance learning in general. This

aspect discusses how Web-based technologies are used to support the teaching and learning

process and to facilitate learning and knowledge building through meaningful action and

interaction (2005, p.16)

Specific to online learning, Dabbagh and Bannan-Ritland present three key components of

online learning. These components are presented in a triangle formation, suggesting that each has

an equal contribution toward online learning. The first component that Dabbagh and Bannan

discuss is Pedagogical Models or constructs. By this, the authors are speaking of different

constructs, such as open, or flexible learning, distributed learning and knowledge-building

communities (2005, p.16). The next component discussed is instructional and learning strategies.

Some suggestions Dabbagh and Bannan provide are: collaboration, articulation, reflection,

roleplaying, exploration and problem-solving (2005, p.16). The last of the triad of key

components to online learning is learning technologies. This involves asynchronous and

synchronous communication tools, hypermedia and multimedia tools, Web authoring tools [which

will be discussed later in this paper] and course management systems (Dabbagh & Bannan-

Ritland, 2005 p. 16).

Characteristics of the Online Learner

For an online learner to be successful, several skills are considered critical for the student

to possess. For example, it is crucial that an online learner be fluent in web-based technologies

such as hypermedia, multimedia, as well as asynchronous and synchronous communication tools

(Dabbagh & Bannan-Ritland, 2005 p. 40). Also, online learners must involve themselves in

collaborative learning, defined as a collection of perspectives that emphasize the following: Joint


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construction of knowledge... Joint negotiation of alternatives through argumentation, debate and

other means, and student reliance on voth other students and teachers as learning resources

(Dabbagh & Bannan-Ritland, 2005 p. 44). Finally, perhaps the most important characteristic of an

online learner is the ability to be self-directed. John E. Reid, Jr. Ph. D. of Kennesaw State

University, mentions that a big part of computer-mediated education is making the student more

responsible for self-learning (n.d.). With the freedom of flexibility come the responsibility of

time-management for students to be successful.

Characteristics of the Online Instructor

The success of an online course lies solely with the instructors and faculty (Dabbagh &

Bannan-Ritland, 2005). Researchers agree that there are several tasks that an instructor must

successfully complete for an online course to have a favorable outcome. For example, Willis

(2001) cited in Dabbagh & Bannan-Ritland (2005) suggests that instructors must develop an

understanding of the characteristics and needs of distant students with little first-hand experience

and limited, if any, face-to-face contact (Dabbagh & Bannan-Ritland, 2005 p. 47). This concept

is further developed by Vanessa Paz Dennen, of Florida State University. In her article, Presence

and Position as Components of Online Instructor Persona, Dennen addresses how an instructors

persona can set the tone for a variety of course outcomes (2007 p. 95). Her findings

demonstrated that both instructor activity levels and use of performative positions statements

likely impact student expectations (Dennen, 2007 p. 95).

Challenges of the Online Instructor

With so many expectations and demands placed on online instructors, it is no wonder that

there are several challenges that they face. One of the main challenges that online instructors face

is that their students do not know how to use technology to support their learning (Dabbagh &


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Bannan-Ritland, 2005 p. 54). Online instructors also run into logistical and implementation

challenges. Because of these challenges, online instructors need to be assisted by administrative

support centers who keep abreast of faculty needs and provide instructional support through

workshops, online tutorials and help guides (Dabbagh & Bannan-Ritland, 2005 p. 55). Without

this support, faculties of online instructors will be set up to fail when teaching their courses.

Authoring Tools

Authoring tools are software tools that allow people who don't know how to program a

computer or write coding, a chance to create an online learning environment. Authoring tools

simply require fundamental technical knowledge to use for applications that present a mixture of

textual, graphical, and audio data; people are able to add information, images, activities,

assessments, dropboxes, and other amazing features that allow them to provide instruction to the

students, use technology to accomplish goals, and assess the products that are created, without

writing the coding. Authoring tools range from advanced software to create a wide array of

sophisticated applications (not limited to e-learning), to simple tools that convert instructional

PowerPoint slides to web pagesBut when developers use them to create e-learning, they are

referred to as authoring tools.(Berking Peter, 2011) According to the type of application,

authoring tools can be classified with PowerPoint plug-in authoring tools, desktop authoring tools,

and web-based tools.

PowerPoint plug-in authoring tools use PowerPoint as the authoring environment but

allows you to add interactivity and assessments; and to publish your content packaged ready to

track in a learning management system. These are very easy to use as most people are familiar

with PowerPoint.


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Desktop authoring tools are installed on your desktop and are generally more complex

than the PowerPoint tools but they give you more control over the style and interactions.

Desktop-based applications generally perform better than their web-based cousins, and have more

features.(Berking Peter, 2011)

Web-Based tools are typically accessed via a web browser over the Internet, and not just

the output files (i.e., the tool uses the web browser as the application interface). These server-

based applications have the advantage of enabling collaborative authoring and permission/role-

based production workflows. These tools can be very easy to use and because they are server

based they are better for managing files, doing updates and generally maintaining content. They

are also good at workflow processes and allowing subject matter experts to review and comment

on e-learning modules as they are developed. They are particularly good for large and dispersed

teams to work together on content.("Rapid e-learning authoring," 2012)

Utilization of Different Authoring Tools to Provide Support for Online Learners

The use of hypertext and hypermedia and an object-oriented authoring toolset can shift an

online course from a teacher-directed sequence of assignments to a more constructivist and open

learning environment where students can be producers of hypermedia content using learning

objects as cognitive tools. On the one hand, a course can be constructed so that text has hyperlinks

to additional content to provide further instruction and explanation. Hypermedia such as linked or

embedded audio, images and video broaden the content and the delivery of instruction. Then as

students learn to use object-oriented technology tools that don't require extensive training in the

tools themselves, the focus can shift to pedagogy and ideally allow students to collect, manage,

and construct their own Personal Learning Environment (PLE) and to become not just consumers

but producers of online content.


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The Differences between Distributed Learning and LMS/CMS

Web-based authoring tools became increasingly used for online courses delivery when the

applications are leveraging the advantages of integrating authoring tool functions with content

management, storage, and delivery known as Learning Management Systems (LMS) or Course

Management Systems (CMS). Distributed learning can be thought of as learning that can be

enhanced or accomplished by the delivery of learning resources anytime and anywhere.

Developers use these systems to author synchronous or asynchronous virtual classroom; most are

capable of creating asynchronous e-learning only by virtue of the fact that the synchronous

session can be recorded and played back for self-paced learning. These are not standalone

systems, because they require files to be generated externally and imported (for example,

PowerPoint slides).(Berking Peter,2011)

LMSs/CMSs are designed specifically to create e-learning that is delivered via an online

collaboration tool. The collaboration functionality is usually combined with the authoring

functionality in one system. LMS functions are often included as well. Course and Learning

Management Systems (CMS and LMS) provide structures that allows distributed learning

activities to be designed, developed, delivered, and managed. While distributed learning can occur

without such a system, by combining a database as a back-end with template-based tools as a

front-end for both instructors and learners to use, a CMS or LMS provides a platform where those

distributed learning systems can become elements of a course. Synchronous and asynchronous

communication can be tracked (communication/collaboration); assignments can be turned in and

graded (assessment); and students can track and manage their own learning (learning and

administrative tools). Distributed Learning system is not the same as CMS or LMS. Distributed


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Learning Systems provide the tools for student engagement, but the structure of a CMS or LMS

binds those systems into a managed course.

Review of Research

Just recently there has been a lot of research completed dealing with online learning and

the strategies that are the most effective and used most. A lot of the research has focused on

asynchronous tools related to course management systems or CMSs. These tools, such as email

and listservs started off as separate components and were later incorporated into the CMSs that

are used today in online learning. These tools were/are used mostly for communication purposes

in online learning.

There are many instructional strategies that can be linked to the use of asynchronous

communication tools. According to the research in Online Learning: Concepts, Strategies, and

Application, it suggests several instructional strategies on how to incorporate asynchronous

communication tools into an online learning environment. These tools are used to promote student

ownership of what is being said and dialogue among students, provide feedback and examples to

stimulate student ideas on assignments. Discussion boards are another tool that is currently being

used in CMSs. Discussion boards can provide students with a way of seeing multiple

perspectives on a topic, as well as a chance for students to share their thoughts on a subject matter

assigned by the instructor with little to no anxiety.

Unlike with asynchronous tools, synchronous tools such as virtual chat, web conferencing

should be used for short discussions, and more of a fluency practice than for more complex,

lengthy responses to questions. Using these types of tools still require the instructor to guide and

support the instructional strategy. Although asynchronous tools are more useful in an online

learning environment, it is important to incorporate synchronous tools as well.


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With an online learning environment it is imperative that communication be a part of the

CMS. This communication can come in the form of asynchronous or synchronous tools.

Communication can foster an environment that becomes more than just the student and instructor

but instead a learning community. This community is supported by the communication that

occurs between students and students or students and the instructor within the CMS. In an study

by Barab,Thomas and Merrill, they discuss that with online communication students were

willing to be vulnerable, were engaged in deep learning and indeed felt a sense of camaraderie

with their online collaborators (Barab et al. 2001. p.106). To make sure that a community is

built within the online learning, the instructor needs to design the course with the purpose of

establish an online community, promote sharing of personal experiences, and create an awareness

that students work collaboratively to create a supportive learning community (Dabbagh &

Bannan-Ritland. 2005. p. 86-87).

With online learning occurring more often, it is important to look at web-based learning

and the positive effects it has on learning. In Online Learning: Concepts, Strategies, and

Application, it gives an example of how incorporating specific instructional strategies such as

collaborative learning in Web-based instruction has been shown to improve students performance

in problem solving. (Dabbagh & Bannan-Ritland. 2005. p. 93). Not only did it improve their

performance but students who worked in groups spent more time on task than those who didnt.

Web-based instruction has redefined the way learning occurs, as it allows for learning to take

place anywhere in the world.

In an article by Nada Dabbagh she explains that there are many web-based pedagogical

tools that have be integrated into the CMSs such as, (a) collaborative and communication tools

(e.g., e-mail, discussion forums, and chat tools), (b) content creation and delivery tools (e.g.,tools


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for instructors to upload course syllabus, course content, and assignments; and tools for students

to access course resources and readings), (c) administrative tools (e.g., tools to manage general

course information and functions; and student information, interactions, and contributions), and

(d) assessment tools (e.g., tools to post grades and track student progress) (Dabbagh & Kitsantas,

2005 p. 513). All of these tools play an important role in online learning today.

With online learning it is important to include situated learning or learning that would be

useful in real-life situations. Situated learning that occurs is more often authentic and meaningful

for the student. It believed that with situated learning that learning occurs because of social

interactions among students. This type of learning is easy to incorporate into online learning and

can be done by activities that support exploration and interaction within a real-world context.

These activities need to be authentic tasks that bring the learning into real-world situations.

Another pedagogical model that occurs within online learning is problem-based learning.

With problem-based learning a real world problem that is complex and has multiple solutions is

presented to the learner. Then students are assigned to a group to solve the problem. Problem-

based learning helps students develop collaborative learning skills, reasoning skills, interpersonal

and communication skills. (Dabbagh & Bannan-Ritland. 2005. p. 171). With online learning the

communication tools in CMSs can be used to facilitate the collaborative learning that occurs in

problem-based learning. Problem-based learning also promotes self-directed learning where

students are able to set their own learning goals and the strategies for achieving the goals. This

can be accomplished by the way the instructor designs the modules in a online course.

Within a CMS the tools that are available can foster an environment that supports many

pedagogical models and instructional strategies. The communication tools such as email, chat, and

discussion boards help create learning communities. In learning communities students share and


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interact with one and another. Students can also benefit from computer-supported intentional

learning environments where they are able to build knowledge representations comprising text,

pictures, audio and video and then make them available to other students to share their

knowledge. According to Dabbagh & Bannan-Ritland the goal is to build a collaborative learning

environment where a authentic problem is solved and then presented to the class.

Conclusion

Online learning has progressed rapidly in the recent years. This is now a viable alternative

for face-to-face learning if certain considerations are made. A successful learning environment

can be created through an online learning course if the learner is self-directed and the instructor

portrays a positive persona. There are several CMS tools that make online learning successful,

such as communication tools, content creation, administrative tools, and authoring tools. Online

learning will be the preferred method of education if these suggestions are followed.


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References

Barab, S. A., & Thomas, M. K., & Merrill, H. (2001). Online learning: from information

dissemination to fostering collaboration. Journal of Interactive Learning Research, 12(1),

105-143. Retrieved fromhttp :// www .sashabarab .com /research /onlinemanu /papers /jilr .pdf

Berking Peter, P. (2011, Dec 16). Choosing authoring tools. Retrieved from www .adlnet .gov /wp -content /../03/ Choosing - Authoring - Tools 2.pdf

Dabbagh, N., & Bannan-Ritland, B. (2005). Online Learning: Concepts, Strategies, and

Application. Upper Saddle River, New Jersey: Pearson Education, Inc.

Dabbagh, N. & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-

regulated learning. Instructional Science, 33, 513-540. Doi: 10.1007/s11251-005-1278

Dennen, V. P. (2007). Presence and positioning as components of online instructor persona.

Journal of Research on Technology in Education, 40(1),95-108.

Lucas, L., (2012). What is e-learning?. Retrieved from http :// www .e -

learningconsulting .com /consulting /what /e - learning .html

Rapid e-learning authoring tools. (2012). Retrieved fromhttp :// kineo .com /authoring - tools /rapid -

e - learning - authoring - tools .html

Reid, J. E., (n.d.). What every student should know about online learning.Illinois Online

Network. Retrieved from

http :// www .ion .uillinois .edu /resources /tutorials /overview /reid .html

Delicious References:http ://www .delicious .com /kellie _ britt

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