theories guiding e-learning principles of adult learning teaching and learning theory cognitive...
TRANSCRIPT
Theories Guiding E-Learning
Principles of Adult LearningTeaching and Learning Theory
Cognitive Learning TheorySocial Learning Theory
Instructional Design
Theories Guiding E-Learning
Principles of Adult Learning
Adult Learning Principles
Adult learners are autonomous and prefer to be self-directed
Adult learners are goal orientated focused more on the problem solving than subject
Adult learners come with a wealth of knowledge and experience
Adult learners must see the need or relevancy for the learning
Adult learners are intrinsically motivated to learn Adult learners need to feel comfortable, respected, and
free to express their opinion
Applying Adult Learning Principles to E-Learning
Ensure learning material is relevant and based on the needs of the learner
Build opportunity to draw on personal experiences that the learner bring to the e-learning environment
Promote the options for self paced learning Provide variety of media to appeal to various
learning styles especially for longer and more formal programs
Applying Adult Learning Principles to E-Learning
Provide for the learner to entry and exit into e-learning programs as they wish
Use stories or narratives to personalize training
Provide opportunity for learners to collaborate and communicate
Provide for immediate feedback and ability to track their own success
Teaching and Learning Theories
Theories Guiding E-Learning
Teaching & Learning Principles
E-learning is not appropriate for all situations and is not for everyone
Teaching and learning through e-learning is different from traditional classroom teaching
Cannot simply transfer traditional instructional material to e-learning
Needs to be designed building on the principles of adult learning
The control of learning shifts from the educator to the learner
Applying Teaching and Learning Theory to E-learning
Educators will require advanced computer skills, instructional design skills and e-learning authoring skills
Educators will need to utilize a constructivist perspective in designing instructional material – in which the learner is able to construct meaning or make sense of the learning experience
Need to ensure a learner-centered approach is used
Applying Teaching and Learning Theory to E-learning
Provide the learner with options and variety in pace, place, time and style of presentation and interaction
Instruction will need to utilize a variety of learning experiences for the same content
Incorporate learners being knowledgeable of learning styles and how to design learning material to meet the variety of learning needs
Theories Guiding E-Learning
Cognitive Learning Style
Cognitive Learning Theory
Cognitive learning involves the mental process of receiving and processing information
Learning is meaningful when it relates to concepts the learner already knows and understands
Adults need to be able to impose their own idea of structure on the learning material
Cognitive Learning Theory
Some cognitive styles have more global approach and can easily navigate through the e-learning system and concentrate on the learning
Other cognitive styles become overwhelmed and disoriented with navigating the system and have difficulty with the learning material
Cognitive Load
E-learning requires users to perform multiple tasks simultaneously: Navigate the e-learning system Attend to the learning content
If learners have to focus more on navigating the system this will reduce the focus on learning
If the learner focuses more on the learning material and less on navigating the system the learner may feel disorientated
Applying Cognitive Learning Theory to E-Learning
Ensure learning material is relevant by critically analyzing previous knowledge, conceptions and basic assumptions
Customize the instructional material to meet learners preferences
Provide training on navigating the e-learning system prior to starting the learning to reduce cognitive overload
Utilize a variety of methods to provide the same instruction to keep learners motivated and engaged
Applying Cognitive Learning Theory to E-Learning
Build less linear structure by using hyperlinks Utilize the element of entertainment, such as
story telling to keep the learner interested and engaged
Learning games helps the learner to relax which promotes learning
Multimedia Principle
In presenting instructional material consider: Using both graphics and text rather than text
alone Graphics add cognitive value and provide
further explanation The learner constructs relationships
between text and graphics allowing a deeper and more active processing of learning
Contiguity Principle
Text should be placed next to graphics rather than underneath it or separated requiring scrolling or linkages
Locating the graphic and text near each other allows the learner to focus on the learning and not on navigating the system
Modality Principle
In presenting instructional material consider: Using audio instead of only text whenever
appropriate Learners are likely to manage and integrate
more information when presented in both text and audio
Splitting the learning material between the visual and auditory senses helps to prevent overload
Personalization Principle
In presenting instructional material consider: Being less formal, more conversational tone in
instructional design Utilizing first and second person allows the learner
to connect with the content Use of online aids, such as help lines, or virtual
coaches reduces tension and helps the learner to engage in the learning material
Theories Guiding E-Learning
Social Learning Theory
Social Learning Theory
People learn from observing and interacting with others
Learning is a function of the interaction of the person, the environment and the behavior
E-learning has its own distinct social structure and can strongly influence the learning and the satisfaction with the learning method
Applying Social Learning Theory to E-Learning
Build opportunity for the learners to interact within or outside of the e-learning environment
Educators should plan to be a part of online discussion by posing questions and introducing topics
Learner feedback on discussion questions is encouraged and they are prompted to pose questions of their own
Learners should be aware of the participation requirements of the course at the outset especially if being graded on this
Applying Social Learning Theory to E-Learning
The Educator should provide immediate feedback and online support to the learner
Build opportunity for active discussion among learners
Learners report that support from their educators and fellow students is very important to keeping them engaged in learning
Theories Guiding E-Learning
Instructional Design
Instructional Design
You will need to apply a systematic approach to instructional design.
For example, the ADDIE approach which include the phases of:
Analysis
Design
Develop
Implement
Evaluate
Instructional Design
Each phase has a number of important steps in designing courses. We will only discuss those elements in each phase that can potentially enhance e-learning effectiveness
Analysis
You will need to assess: The problem, who is affected by the problem, how they are
affected, and what results are to be achieved by the instruction
The nature of the intended training, context and desired outcome of the learning
Is this training appropriate for e-learning Remember: e-learning is not suitable for learning that
require excessive amount of reading or has mostly practical content
Analysis
You will need to assess: The learning environment for capacity for e-
learning The learner will need dedicated time, space and
computer access The learner will need to feel supported to participate
in e-learning during work hours
Analysis You will need to assess:
The learners readiness to engage in e-learning General assumptions:
Younger generations are more technically literate, more motivated, and less anxious when attending e-learning
Younger generations are focused on specific learning outcomes
Older generations have a positive attitude towards training but lack the confidence to attempt e-learning independently
Older generations are more focused on problem solving and applying the learning to their work
Analysis
You will need to assess The pre-requisite knowledge and skill in using
computers Basic computer skills
The need for training to be able to navigate the e-learning system
How to navigate the e-learning system
Analysis
You will need to assess: The learners profile and their learning
requirements Individual learning styles Prior knowledge and experience
Instructional Design
ADDIE systematic approach
Analysis
Design
Develop
Implement
Evaluate
Design
You will need to: Design learning objectives that specify what
the program should achieve, what the learners should know or be able to do upon completion, and what the experience should look like for the learner
Design
You will need to: Design features that will help motivate the
learner to engage in the e-learning experience Design the amount of flexibility the learner will
need to complete the course Remember, these features are often hard to
design as it varies from learner to learner. The learner profile obtained in the analysis phase will be helpful
Design
You will need to: Design the timing for the learning experiences
Synchronous - live, real time Need to be well designed and meaningful Provides for social interaction
Asynchronous – pre-recorded for anytime, anywhere learning.
Appropriate for short stand alone programs Provides for reflection which helps to promote relevancy
Blended – utilizes a combination of synchronous, asynchronous and face-to-face, e.g. classroom, labs, etc
more appropriate for long term, formal instruction through e-learning
Instructional Design
ADDIE systematic approach
Analysis
Design
Develop
Implement
Evaluate
ADDIE Systematic Approach
The steps of ‘develop’ and ‘implement’ are very closely connected and will be discussed together in this course.
Develop and Implement
You will need to: Develop and implement the e-learning content
Based on the learning objectives Based on the analysis of the learning
environment Based on the analysis of the learner profiles
Develop and Implement
You will need to: Determine the right balance between flexibility
and control over performance Some learners like having the option of when and
where to learn Other learners need to have expectations set in
advance with progress tracked and monitored regularly
Develop and Implement
You will need to: Develop and implement the cognitive
elements Right mix of text, graphic, audio, video, etc. Utilizing a variety of multimedia modalities
Develop and Implement
You will need to: Develop and implement the social elements
of: Providing opportunity for educator: learner
interaction, e.g. e-mail, discussion groups Providing opportunities for learner: learner
interaction, e.g. e-learning group work Providing opportunities to prevent social isolation,
e.g. establishing learning circles outside of e-learning as a means for learners to communicate and share
Theories Guiding E-Learning
Instructional Design
Instructional Design
ADDIE systematic approach
Analysis
Design
Develop
Implement
Evaluate
Evaluation
There are no clear evaluation criteria or quality standards set for e-learning
However, many of the evaluation mechanisms for traditional learning can be applied
Evaluate
You will need to: Build reinforcement strategies
Milestones are set and measured Meaningful feedback is provided to the learner
regularly and timely Learners are able to track their own progress and
successes
Evaluate
You will need to: Develop an evaluation strategy
Formative – done with a small group of learners to measure the effectiveness of the e-learning course material and methodology
Summative – measures the effectiveness of the e-learning course in achieving the learning objectives
Evaluate
You will need to: Evaluate the learner’s acceptance of e-
learning. Some areas to consider when evaluating:
Learners attitude towards e-learning Perceived ease of use Perceived usefulness
Evaluate
You will need to: Evaluate the e-learning environment as a viable
method of learning Employee satisfaction surveys with e-learning Accessibility
Evaluate the effectiveness of e-learning for organizations
Return on investment, cost effective Improved employee performance
Evaluate
The research demonstrates that influences from media, friends, family, peers, and coworkers can shape user perception regarding new technologies and influence acceptance behavior.
(Bhattacherjee & Sanford, 2006)