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-

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 & BannanRitland, 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

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 &

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.

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 serverbased applications have the advantage of enabling collaborative authoring and permission/rolebased 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.

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

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.

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

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. Problembased 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

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.

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 from http://www.sashabarab.com/research/onlinemanu/papers/jilr.pdf Berking Peter, P. (2011, Dec 16). Choosing authoring tools. Retrieved from www.adlnet.gov/wpcontent/../03/Choosing-Authoring-Tools2.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 selfregulated 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.elearningconsulting.com/consulting/what/e-learning.html Rapid e-learning authoring tools. (2012). Retrieved from http://kineo.com/authoring-tools/rapide-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:
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