Faculty Survey Results

1 2

3 4

Bounded Real time

Instructor controlled
Linear

Juried, edited sources

Traditional Learning Environment

Stable information sources Familiar technology

Unbounded Time shifts asynchronous communications and accelerated cycles Decentralized control Hypermedia
Online Learning Environment

Unfiltered searchability Dynamic, real-time information Continuous evolving technology

Research on Online Learning

Asynchronous Communication Tools Synchronous Communication Tools Interactivity Online Learning Communities Hypertext and Hypermedia Web-based Instruction Students Perceptions of WebBased Instruction Faculty and Instructor Perspectives on Web-Based Instruction

The aging infrastructure and the lecture tradition of colleges and universities may not meet the expectations of students raised on the Internet and interactive games (Oblinger, 2003, p. 44).

Need for self-direction

Goal oriented

Self Directed Motivated

At ease with computers

Inquisitive

The Millennial Learner

(New York Times, 2010, para 4)

Students are looking for :

Quality education Accomplished professors State of the art facilities Access to technology Internships and career development opportunities

Learning Theories
Behaviorism Classical Conditioning Operant Conditioning Social Learning Theory
How people respond to stimulus How people associate

Cognitivism Gestalt Psychology Schema Theory Information Processing Model

How people think How people understand How people know

Constructivism Cognitive Constructivism Social Constructivism Transformative Learning

How people build knowledge How people learn socially

http://peoplelearn.hom estead.com/BEduc/Chap ter_4.pdf

http://peoplelearn.ho mestead.com/BEduc/ Chapter_5.pdf

http://peoplelearn.ho mestead.com/BEduc/C hapter_6.pdf

Authentic Learning Activities Exploration

Problem Solving Hypothesis Generation

Collaboration

Role-playing Activities

Articulation

Reflection

Multiple Perspectives

Modeling

Coaching

Scaffolding

All students have equal voices in the classroom discussions

One or more students dominate the classroom discussion

Supports problem solving, critical thinking, or higher order thinking skills

Technology skills are a must

A student can succeed with limited access to a computer or the internet

Lack of non-verbal cueing poses a challenge during testing & assessment

Criticized for encouraging passive learning & ignoring individuals needs

There is a continuous, 24/7 access to learning

There needs to be enough time set aside for learning in the classroom

A student explores content & pursues own interests

Technology skills are optional

A student depends on face to face guidance to complete tasks

A student needs uninterrupted access to a computer & the internet

A student must be independent and highly motivated to complete tasks

The teacher defines the content

Informal observation techniques inform testing and assessment

The majority of the learning takes place inside the classroom

The majority of the learning takes place outside the classroom

Making a Paradigm Shift

What do you need to shift in your thinking about online learning?

What assumptions about online learning do you need to let go?

Are there any new thought patterns that you need to acquire?

References
Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Upper Saddle Pearson Education. River, NJ:

Knowles, M.S., Holton, E.F., and Swanson, R.A., (2005). The Adult Learner: The Definitive Classic in Adult Education And Human Resource Development. (6th ed.). Burlington, MA: Elsevier. The New York Times. (2010). Are they students? Or customers? http://roomfordebate.blogs.nytimes.com/2010/01/03/are-they-students-or-customers/ Oblinger, D. (2003). Boomers, gen-Xers and millenials: Understanding the new students. http://net.educause.edu/ir/library/pdf/erm0342.pdf ucause.edu/ir/library/pdf/erm0342.pdf U.S. Department of Education, Office of Planning, Evaluation, and Policy Development, Policy and Program Studies Service (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Retrieved from http://www2.ed.gov/rschstat/eval/tech/evidence-basedpractices/finalreport.pdf