Chapter 1 - The Diigo Meta page

• 27 Apr 17
  

  Melanie Kroening

  ID

  • Recently, there has been a move to constructivism. Constructivist  theorists claim that learners interpret information and the world according  to their personal reality, and that they learn by observation, processing,  and interpretation, and then personalize the information into personal knowledge  (Cooper, 1993; Wilson, 1997). Learners learn best when they can contextualize  what they learn for immediate application and to acquire personal meaning.

      
  • Behaviorists' strategies  can be used to teach the “what” (facts), cognitive strategies can be used  to teach the “how” (processes and principles), and constructivist strategies  can be used to teach the “why” (higher level thinking that promotes personal  meaning and situated and contextual learning).
• 21 Apr 17
  

  pleiby

  FOUNDATIONS OF EDUCATIONAL
  THEORY FOR ONLINE LEARNING
  
  

  • The design of online learning materials can include principles  from all three. According to Ertmer and Newby (1993), the three schools of  thought can in fact be used as a taxonomy for learning. Behaviorists' strategies  can be used to teach the “what” (facts), cognitive strategies can be used  to teach the “how” (processes and principles), and constructivist strategies  can be used to teach the “why” (higher level thinking that promotes personal  meaning and situated and contextual learning).
• 

  Bonnie Nicholas

  16 chapters

  EducationalTheory

• 

  lwidenor

  ID

  • suggested that learning is influenced  more by the content and instructional strategy in the learning materials than  by the type of technology used to deliver instruction
  • o promote higher-order  thinking on the Web, online learning must create challenging activities that  enable learners to link new information to old, acquire meaningful knowledge,  and use their metacognitive abilities; hence, it is the instructional strategy  and not the technology that influences the quality of learning
  • t
  • learners will  not learn from the simulations if the simulations are not developed using  sound design principles.
  • online  learning should have high authenticity (i.e., students should learn in the  context of the workplace), high interactivity, and high collaboration
  • the use of the Internet to access learning materials; to interact  with the content, instructor, and other learners; and to obtain support during  the learning process, in order to acquire knowledge, to construct personal  meaning, and to grow from the learning experience.
  • online learning knows no time zones, and location and distance are not an issue
  • Internet to access up-to-date and   relevant learning materials, and can communicate with experts in the field   in which they are studying.
  • can be used to  determine learners' needs and current level of expertise, and to assign appropriate  materials for learners to select from to achieve the desired learning outcomes.
  • the design of the course determines the effectiveness of the learning
  • behaviorist
  • Thorndike (1913), Pavlov (1927), and Skinner (1974)
  • learning is a change in observable behavior caused by external stimuli  in the environment
  • the observable  behavior that indicates whether or not the learner has learned something,  and not what is going on in the learner's head
  • Cognitive psychology claims that learning involves the use of  memory, motivation, and thinking, and that reflection plays an important part  in learning
  • internal process
  • processing capacity
  • depth of the processing
  • effort expended
  • learner's existing knowledge structure
  • Constructivist  theorists claim that learners interpret information and the world according  to their personal reality, and that they learn by observation, processing,  and interpretation, and then personalize the information into personal knowledge
  • contextualize  what they learn for immediate application and to acquire personal meaning.
  • Behaviorists' strategies  can be used to teach the “what” (facts), cognitive strategies can be used  to teach the “how” (processes and principles), and constructivist strategies  can be used to teach the “why” (higher level thinking that promotes personal  meaning and situated and contextual learning)
  • Behaviorist
  • black box
  • should be told the explicit outcomes of  the learning so that they can set expectations and can judge for themselves  whether or not they have achieved the outcome
  • tested to determine whether or not  they have achieved the learning outcome
  • integrated into the learning sequence to  check the learner's achievement level and to provide appropriate feedback
  • sequenced appropriately
  • must be provided with feedback
  • Cognitivist
  • Memory
  • internal process that  involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • check to see  if the appropriate existing cognitive structure is present
  • not present,  pre-instructional strategies, such as advance organizers, should be included  as part of the learning process
  • process the materials efficiently
  • chunked  in pieces of appropriate size to facilitate processing
  • deeper the processing,  the more associations the acquired new information forms in memory
  • Information maps that show the major concepts in a topic  and the relationships between those concepts should be included
  • generate their own
  • allow learners to perceive  and attend to the information so that it can be transferred to working memory
  • placed in the center  of the screen
  • should be highlighted  to focus learners' attention
  • Information
  • headings
  • told why they should take the  lesson
  • The difficulty level of the material must match the  cognitive level of the learner
  • allow learners to retrieve  existing information from long-term memory to help make sense of the new information
  • Use advance organizers to activate an existing cognitive  structure
  • Provide conceptual models
  • Use pre-instructional questions to set expectations
  • Use prerequisite test questions to activate the prerequisite  knowledge
  • Information should be chunked to prevent overload
  • learners should be asked to generate  the information maps during the learning process or as a summary activity  after the lesson
  • Individual Differences
  • including a variety of learning strategies in online instruction to  accommodate those differences
  • perceiving and processing
  • learners  sense and absorb the information around them, from concrete experience to  reflective observation
  • abstract conceptualization like to learn facts and  figures, and to research new information on different topics
  • active experimentation prefer to apply what they learn  to real-life situations and to go beyond what was presented
  • a personality dimension that  influences attitudes, values, and social interaction
  • Concrete-experience learners prefer specific examples in which  they can be involved, and they relate to peers and not to people in authority.
  • Reflective-observation learners like to observe carefully  before taking any action. They prefer that all the information be available  for learning, and see the instructor as the expert
  • Abstract-conceptualization learners  like to work more with things and symbols and less with people
  • Active-experimentation  learners prefer to learn by doing practical projects and through group  discussions
  • textual, verbal, and visual information  should be presented to encourage encoding
  • Keller proposed a model (ARCS—attention, relevance,  confidence, satisfaction
  • Attention:
  • Relevance:
  • taking the lesson could benefit them
  • Confidence:
  • Design for  success
  • Satisfaction:
  • Metacognition   is a learner's ability to be aware of his or her cognitive capabilities   and use these capabilities to learn.
  • S
  • elf-check questions and   exercises with feedback
  • application in different and real-life  situations
  • Constructivist
  • active
  • individual learner's interpretation and processing of what  is received through the senses that creates knowledge
  • instructor playing an advising and facilitating  role
  • allowed to construct knowledge
  • active process
  • high-level processing
  • apply  the information in a practical situation
  • construct their own knowledge
  • have to take the  initiative to learn and to interact
  • Collaborative and cooperative learning
  • real-life experience  of working in a group
  • given control of the learning  process
  • time and opportunity to  reflect
  • Embedded questions on the content
  • learning journal
  • meaningful for learners
  • examples that relate to students
  • interactive to promote higher-level  learning and social presence, and to help develop personal meaning
  • pre-learning activities
  • informed of the learning outcomes of the lesson
  • advance organizer should be provided  to establish a structure to organize the details
  • prerequisite requirements
  • self-assessment
  • variety of  learning activities to achieve the lesson learning outcome and to accommodate  learners' individual needs.
  • learning journal
  • application exercises
  • interface should not overload  learners
  • real-life applications

  104 more annotations...

• 19 Apr 17
  

  embaker1
• 

  tetianak

  ID Learning Theories

  • They see learning as an internal process, and contend that the  amount learned depends on the processing capacity of the learner, the amount  of effort expended during the learning process, the depth of the processing  (Craik &  Lockhart, 1972; Craik & Tulving, 1975), and the learner's existing knowledge structure  (Ausubel, 1974).
  • Constructivist  theorists claim that learners interpret information and the world according  to their personal reality, and that they learn by observation, processing,  and interpretation, and then personalize the information into personal knowledge  (Cooper, 1993; Wilson, 1997). Learners learn best when they can contextualize  what they learn for immediate application and to acquire personal meaning.
  • Learners should be told the explicit outcomes of  the learnin
  • Cognitive psychology looks at learning from an information processing point  of view, where the learner uses different types of memory during learning  (Figure 1-1). Sensations are received through the senses into the sensory  store before processing occurs.

  • Important information should be placed in the center  of the screen for reading, and learners must be able to read from left to  right.

      

    •   Information critical for learning should be highlighted  to focus learners' attention. For example, in an online lesson, headings should  be used to organize the details, and formatted to allow learners to attend  to and process the information they contain.

      

    •   Learners should be told why they should take the  lesson, so that they can attend to the information throughout the lesson.

      

    •   The difficulty level of the material must match the  cognitive level of the learner, so that the learner can both attend to and  relate to the material. Links to both simpler and more complicated materials  can be used to accommodate learners at different knowledge levels.
  • Information should be chunked to prevent overload  during processing in working memor

  • Implications for Online Learning

      

    1.  Learning should be an active process. Keeping learners  active doing meaningful activities results in high-level processing, which  facilitates the creation of personalized meaning. Asking learners to apply  the information in a practical situation is an active process, and facilitates  personal interpretation and relevance.

      

    2.  Learners should construct their own knowledge rather  than accepting that given by the instructor. Knowledge construction is facilitated  by good interactive online instruction, since the students have to take the  initiative to learn and to interact with other students and the instructor,  and because the learning agenda is controlled by the student (Murphy & Cifuentes, 2001). In the online environment,  students experience the information at first-hand, rather than receiving  filtered information from an instructor whose style or background may differ  from theirs. In a traditional lecture, the instructor contextualizes and personalizes  the information to meet their own needs, which may not be appropriate for  all learners. In online instruction, learners experience the information first-hand,  which gives them the opportunity to contextualize and personalize the information  themselves.

      

    3.  Collaborative and cooperative learning should be  encouraged to facilitate constructivist learning (Hooper &  Hannafin, 1991; Johnson & Johnson, 1996; Palloff &  Pratt, 1999). Working with other learners gives learners real-life experience  of working in a group, and allows them to use their metacognitive skills.  Learners will also be able to use the strengths of other learners, and to  learn from others. When assigning learners for group work, membership should  be based on the expertise level and learning style of individual group members,  so that individual team members can benefit from one another's strengths.

      

    4.  Learners should be given control of the learning  process. There should be a form of guided discovery where learners are allowed  to make decision on learning goals, but with some guidance from the instructor.

      

    5.  Learners should be given time and opportunity to  reflect. When learning online, students need the time to reflect and internalize  the information. Embedded questions on the content can be used throughout  the lesson to encourage learners to reflect on and process the information  in a relevant and meaningful manner; or learners can be asked to generate  a learning journal during the learning process to encourage reflection and  processing.

      

    6.  Learning should be made meaningful for learners.  The learning materials should include examples that relate to students, so  that they can make sense of the information. Assignments and projects should  allow learners to choose meaningful activities to help them apply and personalize  the information.

      

    7.  Learning should be interactive to promote higher-level  learning and social presence, and to help develop personal meaning. According  to Heinich et al. (2002), learning is the development of new knowledge, skills,  and attitudes as the learner interacts with information and the environment.  Interaction is also critical to creating a sense of presence and a sense of  community for online learners, and to promoting transformational learning  (Murphy & Cifuentes, 2001). Learners receive  the learning materials through the technology, process the information, and  then personalize and contextualize the information. In the transformation  process, learners interact with the content, with other learners, and with  the instructors to test and confirm ideas and to apply what they learn. Garrison  (1999) claimed that it is the design of the educational experience that includes  the transactional nature of the relationship between instructor, learners,  and content that is of significance to the learning experience.

  5 more annotations...

• 

  Lisa B

  educational theory learning

• 17 Apr 17
  

  jsackhoff

  LearningTheory

• 

  nancydenton

  elearning theory learning

• 29 Mar 17
  

  Online Constructivist Strategies OER Ch. 2

  • Constructivist School of Learning

      

    Constructivists see learners as being active rather  than passive. Knowledge is not received from the outside or from someone else;  rather, it is the individual learner's interpretation and processing of what  is received through the senses that creates knowledge. The learner is the  center of the learning, with the instructor playing an advising and facilitating  role. Learners should be allowed to construct knowledge rather than being  given knowledge through instruction (Duffy & Cunningham, 1996). A major emphasis  of constructivists is situated learning, which sees learning as contextual.  Learning activities that allow learners to contextualize the information should  be used in online instruction. If the information has to be applied in many  contexts, then learning strategies that promote multi-contextual learning  should be used to make sure that learners can indeed apply the information  broadly. Learning is moving away from one-way instruction to construction  and discovery of knowledge (Tapscott, 1998).

  • Learning should be an active process. Keeping learners  active doing meaningful activities results in high-level processing, which  facilitates the creation of personalized meaning. Asking learners to apply  the information in a practical situation is an active process, and facilitates  personal interpretation and relevance.

      

    2.  Learners should construct their own knowledge rather  than accepting that given by the instructor. Knowledge construction is facilitated  by good interactive online instruction, since the students have to take the  initiative to learn and to interact with other students and the instructor,  and because the learning agenda is controlled by the student (Murphy & Cifuentes, 2001). In the online environment,  students experience the information at first-hand, rather than receiving  filtered information from an instructor whose style or background may differ  from theirs. In a traditional lecture, the instructor contextualizes and personalizes  the information to meet their own needs, which may not be appropriate for  all learners. In online instruction, learners experience the information first-hand,  which gives them the opportunity to contextualize and personalize the information  themselves.

      

    3.  Collaborative and cooperative learning should be  encouraged to facilitate constructivist learning (Hooper &  Hannafin, 1991; Johnson & Johnson, 1996; Palloff &  Pratt, 1999). Working with other learners gives learners real-life experience  of working in a group, and allows them to use their metacognitive skills.  Learners will also be able to use the strengths of other learners, and to  learn from others. When assigning learners for group work, membership should  be based on the expertise level and learning style of individual group members,  so that individual team members can benefit from one another's strengths.

      

    4.  Learners should be given control of the learning  process. There should be a form of guided discovery where learners are allowed  to make decision on learning goals, but with some guidance from the instructor.

      

    5.  Learners should be given time and opportunity to  reflect. When learning online, students need the time to reflect and internalize  the information. Embedded questions on the content can be used throughout  the lesson to encourage learners to reflect on and process the information  in a relevant and meaningful manner; or learners can be asked to generate  a learning journal during the learning process to encourage reflection and  processing.

      

    6.  Learning should be made meaningful for learners.  The learning materials should include examples that relate to students, so  that they can make sense of the information. Assignments and projects should  allow learners to choose meaningful activities to help them apply and personalize  the information.

      

    7.  Learning should be interactive to promote higher-level  learning and social presence, and to help develop personal meaning. According  to Heinich et al. (2002), learning is the development of new knowledge, skills,  and attitudes as the learner interacts with information and the environment.  Interaction is also critical to creating a sense of presence and a sense of  community for online learners, and to promoting transformational learning  (Murphy & Cifuentes, 2001). Learners receive  the learning materials through the technology, process the information, and  then personalize and contextualize the information. In the transformation  process, learners interact with the content, with other learners, and with  the instructors to test and confirm ideas and to apply what they learn. Garrison  (1999) claimed that it is the design of the educational experience that includes  the transactional nature of the relationship between instructor, learners,  and content that is of significance to the learning experience.

  • Different kinds of interaction will promote learning at different  levels. Figure 1-5 shows interactive strategies to promote higher level learning  (Berge, 1999; Gilbert & Moore, 1998; Schwier & Misanchuk,  1993). Hirumi (2002) proposed a framework of interaction in online learning  that consists of three levels. Level one is learner-self interaction, which  occurs within the learner to help the learner monitor and regulate their own  learning. Level two interaction is learner-human and learner-non-human interactions,  where the learner interacts with human and non-human resources. Level three  is learner-instruction interaction, which consists of activities to achieve  a learning outcome. This paper will go one step further and propose interactions  that go from lower-level to higher-level interactions based on behaviorist,  cognitivist, and constructivist schools of learning.

     

      

    
  • 

     

     

    Figure 1-5.
    Levels of interaction in online learning.

  • Learner Activities

      

    Online learners should be provided with a variety of  learning activities to achieve the lesson learning outcome and to accommodate  learners' individual needs. Examples of learning activities include reading  textual materials, listening to audio materials, or viewing visuals or video  materials. Learners can conduct research on the Internet and link to online  information and libraries to acquire further information. The preparation  of a learning journal will allow learners to reflect on what they learn and  provide personal meaning to the information. Appropriate application exercises  should be embedded throughout the online lesson to establish the relevance  of the materials. Practice activities, with feedback, should be included to  allow learners to monitor how they are performing, so that they can adjust  their learning method if necessary. A summary should be provided, or learners  should be required to generate a lesson summary, to promote higher-level processing  and to bring closure to the lesson.

      

    Learner Interaction

      

    As learners complete the learning activities, they will  be involved with a variety of interactions. Learners need to interact with  the interface to access the online materials. The interface should not overload  learners, and should make it as easy as possible for learners to sense the  information for transfer to sensory store and then into short-term memory  for processing. Learners must interact with the content to acquire the information  needed to form the knowledge base. There should be interaction between the  learner and other learners, between the learner and the instructor, and between  the learner and experts to collaborate, participate in shared cognition, form  social networks, and establish social presence. Learners should be able to  interact within their context to personalize information and construct their  own meaning.

      

    Learner Transfer

      

    Opportunities should be provided for learners to transfer  what they learn to real-life applications, so that they can be creative and  go beyond what was presented in the online lesson.

  3 more annotations...

• 08 Mar 17
  

  Bethany Bovard
• 26 Jan 17
  

  mc2862

  online learning design

  • the use  of a particular delivery technology or the design of the instruction
  • Clark (1983) has claimed that technologies  are merely vehicles that deliver instruction, but do not themselves influence  student achievement.
  • Schramm (1977) suggested that learning is influenced  more by the content and instructional strategy in the learning materials
  • Bonk and Reynolds (1997), to promote higher-order  thinking on the Web,
  • Kozma (2001)  argues that the particular attributes of the computer are needed to bring  real-life models and simulations to the learner;
  • (Cole, 2000)—however, the learning materials must be designed properly  to engage the learner and promote learning.
  • Rossett (2002), online  learning has many promises, but it takes commitment and resources,
  • This  paper discusses the foundation of educational theory for the design of effective  online learning materials, and suggests a model for developing online instruction  based on appropriate educational theory.
  • “online learning”

  • defines online   learning as

      

    the use of the Internet to access learning materials; to interact  with the content, instructor, and other learners; and to obtain support during  the learning process, in order to acquire knowledge, to construct personal  meaning, and to grow from the learning experience.
  • Benefits of Online Learning
  • students can access the online materials at anytime
  • Learners can use the Internet to access up-to-date and   relevant learning materials, and can communicate with experts in the field   in which they are studying.
  • tutoring can be done at anytime and from anywhere.
  • Online materials can be updated, and learners are able to see the changes  at once.
  • If designed properly, online learning systems can be used to  determine learners' needs and current level of expertise, and to assign appropriate  materials for learners to select from to achieve the desired learning outcomes.
  • The development of effective online learning materials should  be based on proven and sound learning theories.
  • the design of the course determines the effectiveness of the learning  (Rovai, 2002).
  • one can use a combination of theories to develop  online learning materials.
  • Behaviorists claim that it is the observable  behavior that indicates whether or not the learner has learned something,  and not what is going on in the learner's head.
  • learning involves the use of  memory, motivation, and thinking, and that reflection plays an important part  in learning.
  • Constructivist  theorists claim that learners interpret information and the world according  to their personal reality, and that they learn by observation, processing,  and interpretation, and then personalize the information into personal knowledge
  • Behaviorists' strategies  can be used to teach the “what” (facts)
  • cognitive strategies can be used  to teach the “how” (processes and principles)
  • constructivist strategies  can be used to teach the “why” (higher level thinking that promotes personal  meaning and situated and contextual learning)
  • response to a stimulus can be observed quantitatively,  totally ignoring the effect of thought processes occurring in the mind.
  • Cognitivists see learning as an internal process that  involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • was  paid to the incoming information
  • Online learning strategies must present the materials and use  strategies to enable students to process the materials efficiently
  • The amount transferred to long-term memory is determined  by the quality and depth of processing in working memory.
  • The deeper the processing,
  • Information maps that show the major concepts in a topic  and the relationships between those concepts should be included in the online  learning materials.
  • Examples include the proper location of the information on the screen, the  attributes of the screen (color, graphics, size of text, etc.), the pacing  of the information, and the mode of delivery (audio, visuals, animations,  video).

  • Important information should be placed in the center  of the screen for reading, and learners must be able to read from left to  right.

      

    •   Information critical for learning should be highlighted  to focus learners' attention. For example, in an online lesson, headings should  be used to organize the details, and formatted to allow learners to attend  to and process the information they contain.

      

    •   Learners should be told why they should take the  lesson, so that they can attend to the information throughout the lesson.

      

    •   The difficulty level of the material must match the  cognitive level of the learner, so that the learner can both attend to and  relate to the material. Links to both simpler and more complicated materials  can be used to accommodate learners at different knowledge levels.
  • retrieve  existing information
  • A comparative advance organizer can be used to recall  prior knowledge to help in processing, and an expository advance organizer  can be used to help incorporate the details of the lesson
  • Information should be chunked
  • Strategies that  require learners to apply, analyze, synthesize, and evaluate promote higher-level  learning, which makes the transfer to long-term memory more effective.
  • Learning style refers to how a learner  perceives, interacts with, and responds to the learning environment;
  • it is  a measure of individual differences.
  • Perceiving refers to the way learners  sense and absorb the information around them, from concrete experience to  reflective observation. Concrete experience relates to students' desire to  learn things that have personal meaning in life. During reflective observation,  students like to take the time to think about and reflect on the learning  materials
  • processing, is related to how learners understand  and process the information that is absorbed after perceiving.
  • Online learning can cater for  individual differences by determining the learner's preference and providing  appropriate learning activities based on the learner's style.
  • Cognitive style refers to a learner's preferred way of  processing information; that is, the person's typical mode of thinking, remembering,  or problem solving.
  • Online learning materials should include activities  for the different learning styles, so that learners can select appropriate  activities based on their preferred style.
  • Concrete-experience learners
  • Reflective-observation learners
  • Abstract-conceptualization learners
  • Active-experimentation  learners
  • adequate supports should  be provided for students with different learning styles.
  • Information should be presented in different modes  to accommodate individual differences in processing and to facilitate transfer  to long-term memory.
  • Dual-coded information is processed in different parts of the brain, resulting  in more encoding.
  • It does not  matter how effective the online materials are, if learners are not motivated,  they will not learn.
  • Learners should be motivated to learn.
  • Designers of online  learning materials should use intrinsic motivation strategies

  • Attention: Capture the learners' attention  at the start of the lesson and maintain it throughout the lesson. The online  learning materials must include an activity at the start of the learning session  to connect with the learners.

      

    Relevance: Inform learners of the importance  of the lesson and how taking the lesson could benefit them. Strategies could  include describing how learners will benefit from taking the lesson, and how  they can use what they learn in real-life situations. This strategy helps  to contextualize the learning and make it more meaningful, thereby maintaining  interest throughout the learning session.

      

    Confidence: Use strategies such as designing  for success and informing learners of the lesson expectations. Design for  success by sequencing from simple to complex, or known to unknown, and use  a competency-based approach where learners are given the opportunity to use  different strategies to complete the lesson. Inform learners of the lesson  outcome and provide ongoing encouragement to complete the lesson.

      

    Satisfaction: Provide feedback on performance  and allow learners to apply what they learn in real-life situations. Learners  like to know how they are doing, and they like to contextualize what they  are learning by applying the information in real life.
  • Self-check questions and   exercises with feedback throughout a lesson are good strategies to allow   learners to check how they are doing, so that they can use their metacognitive   skills to adjust their learning approach if necessary.
  • Transfer to real-life situations could assist the learners to develop personal  meaning and contextualize the information.
  • The amount  of information processed depends on the amount that is perceived, and the  amount stored in long-term memory depends on the quality of the processing  in working memory.
  • must use techniques to allow learners  to sense and perceive the information, and must include strategies to facilitate  high-level processing for transfer of information to long-term memory.
  • Constructivists see learners as being active rather  than passive. Knowledge is not received from the outside or from someone else;  rather, it is the individual learner's interpretation and processing of what  is received through the senses that creates knowledge. The learner is the  center of the learning, with the instructor playing an advising and facilitating  role.
  • Learners should be allowed to construct knowledge rather than being  given knowledge through instruction
  • Learning should be an active process.
  • meaningful activities results in high-level processing,
  • Learners should construct their own knowledge rather  than accepting that given by the instructor.
  • Knowledge construction is facilitated  by good interactive online instruction, since the students have to take the  initiative to learn and to interact with other students and the instructor,  and because the learning agenda is controlled by the student (Murphy & Cifuentes, 2001)
  • In the online environment,  students experience the information at first-hand, rather than receiving  filtered information from an instructor whose style or background may differ  from theirs. In a traditional lecture, the instructor contextualizes and personalizes  the information to meet their own needs, which may not be appropriate for  all learners. In online instruction, learners experience the information first-hand,  which gives them the opportunity to contextualize and personalize the information  themselves.
  • Collaborative and cooperative learning should be  encouraged to facilitate constructivist learning
  • When assigning learners for group work, membership should  be based on the expertise level and learning style of individual group members,  so that individual team members can benefit from one another's strengths.
  • Learners should be given control of the learning  process.
  • Learners should be given time and opportunity to  reflect
  • Learning should be made meaningful for learners.
  • Learning should be interactive to promote higher-level  learning and social presence, and to help develop personal meaning
  • Learners receive  the learning materials through the technology, process the information, and  then personalize and contextualize the information.
  • The  interface is where learners use the senses to register the information in  sensory storage.
  • Learner-context interaction allows  learners to develop personal knowledge and construct personal meaning from  the information.
  • Neither placing information on the Web  nor linking to other digital resources on the Web constitutes online instruction.
  • A variety of learning activities should be used to accommodate the different  learning styles. Learners will choose the appropriate strategy to meet their  learning needs.
  • Learner Preparation

  77 more annotations...

• 14 Dec 16
  

  ckelli

  standard3

• 09 Sep 16
  

  Heidi Olson
• 05 Aug 16
  

  josephinejones
• 07 Jun 16
  

  Shawn Walker

  Ally's introductory chapter to Anderson & Elloumi's Theory and Practice of Online Learning provides a succinct summary of major educational theories, with specific implications each have for learning design of online environments. A good resource when considering how to vary the approach you are using with educational technology.

  behaviourism cognitivism constructivism theory

• 26 Jan 16
  

  randallhansen

  instructional design technology elearning onlinelearning design

• 12 Dec 15
  

  djradams
• 30 Jun 15
  

  e-Learning

  • Clark (1983)
  • reason for those benefits is not  the medium of instruction, but the instructional strategies built into the  learning materials
  • Schramm (1977)
  • content and instructional strategy in the learning materials than  by the type of technology
  • Bonk and Reynolds (1997), to promote higher-order  thinking on the Web, online learning must create challenging activities that  enable learners to link new information to old, acquire meaningful knowledge,  and use their metacognitive abilities; hence, it is the instructional strategy  and not the technology that influences the quality of learning
  • Kozma (2001)
  • it is not the computer per se that makes students learn,  but the design of the real-life models and simulations, and the students'  interaction with those models and simulations.
  • Online learning allows for flexibility of access
  • Cole, 2000

  • 2.  Learners should construct their own knowledge rather  than accepting that given by the instructor. Knowledge construction is facilitated  by good interactive online instruction, since the students have to take the  initiative to learn and to interact with other students and the instructor,  and because the learning agenda is controlled by the student (Murphy & Cifuentes, 2001). In the online environment,  students experience the information at first-hand, rather than receiving  filtered information from an instructor whose style or background may differ  from theirs. In a traditional lecture, the instructor contextualizes and personalizes  the information to meet their own needs, which may not be appropriate for  all learners. In online instruction, learners experience the information first-hand,  which gives them the opportunity to contextualize and personalize the information  themselves.

      

    3.  Collaborative and cooperative learning should be  encouraged to facilitate constructivist learning (Hooper &  Hannafin, 1991; Johnson & Johnson, 1996; Palloff &  Pratt, 1999). Working with other learners gives learners real-life experience  of working in a group, and allows them to use their metacognitive skills.  Learners will also be able to use the strengths of other learners, and to  learn from others. When assigning learners for group work, membership should  be based on the expertise level and learning style of individual group members,  so that individual team members can benefit from one another's strengths.

      

    4.  Learners should be given control of the learning  process. There should be a form of guided discovery where learners are allowed  to make decision on learning goals, but with some guidance from the instructor.

      

  8 more annotations...

• 19 Feb 15
  

  Rick Patterson

  theory learning e-Learning elearning onlinelearning Courses teaching dissertation

• 19 Jul 14
  

  akoerner

  Athabasca university specializes in online learning. This could provide solid scholarly base in Support of online collaborative learning.

  onlinelearning theory elearning

• 15 Jul 14
  

  Karen Lee
  • Clark (1983) has claimed that technologies  are merely vehicles that deliver instruction, but do not themselves influence  student achievement.
  • studies suggest that the reason for those benefits is not  the medium of instruction, but the instructional strategies built into the  learning materials.
  • hence, it is the instructional strategy  and not the technology that influences the quality of learning.
  • thus, the medium does influence  learning.
  • but the design of the real-life models and simulations, and the students'  interaction with those models and simulations.
  • Online learning allows for flexibility of access, from anywhere  and usually at anytime—essentially, it allows participants to collapse time  and space
  • he learning materials must be designed properly  to engage the learner and promote learning.
  • online learning materials  must be designed properly, with the learners and learning in focus, and that  adequate support must be provided.
  • Terms that are commonly used   include e-learning, Internet learning, distributed learning, networked learning,   tele-learning, virtual learning, computer-assisted learning, Web-based learning,   and distance learning.

  7 more annotations...

• 02 Jul 14
  

  kasey8876

  online learning

• 13 Jun 14
  

  janetnichols

  e-learning theory

• 11 Jun 14
  
  • “Doing it right” means that online learning materials  must be designed properly, with the learners and learning in focus, and that  adequate support must be provided. Ring and Mathieux (2002) suggest that online  learning should have high authenticity (i.e., students should learn in the  context of the workplace), high interactivity, and high collaboration. This  paper discusses the foundation of educational theory for the design of effective  online learning materials, and suggests a model for developing online instruction  based on appropriate educational theory.
  • f designed properly, online learning systems can be used to  determine learners' needs and current level of expertise, and to assign appropriate  materials for learners to select from to achieve the desired learning outcomes.
  • before any learning materials are developed, educators must, tacitly  or explicitly, know the principles of learning and how students learn.
  • The development of effective online learning materials should  be based on proven and sound learning theories.
  • the  delivery medium is not the determining factor in the quality of learning;  rather, the design of the course determines the effectiveness of the learning  (Rovai, 2002).
  • Learning strategies should  be selected to motivate learners, facilitate deep processing, build the whole  person, cater for individual differences, promote meaningful learning, encourage  interaction, provide feedback, facilitate contextual learning, and provide  support during the learning process.
  • Behaviorists claim that it is the observable  behavior that indicates whether or not the learner has learned something,  and not what is going on in the learner's head. In response, some educators  claimed that not all learning is observable and that there is more to learning  than a change in behavior.
  • Cognitive psychology
  • They see learning as an internal process, and contend that the  amount learned depends on the processing capacity of the learner, the amount  of effort expended during the learning process, the depth of the processing  (Craik &  Lockhart, 1972; Craik & Tulving, 1975), and the learner's existing knowledge structure  (Ausubel, 1974).
  • constructivism.
  • earners interpret information and the world according  to their personal reality, and that they learn by observation, processing,  and interpretation, and then personalize the information into personal knowledge  (Cooper, 1993; Wilson, 1997). Learners learn best when they can contextualize  what they learn for immediate application and to acquire personal meaning.
  • The design of online learning materials can include principles  from all three. According to Ertmer and Newby (1993), the three schools of  thought can in fact be used as a taxonomy for learning. Behaviorists' strategies  can be used to teach the “what” (facts), cognitive strategies can be used  to teach the “how” (processes and principles), and constructivist strategies  can be used to teach the “why” (higher level thinking that promotes personal  meaning and situated and contextual learning). Janicki and Liegle (2001) analyzed  different instructional design models to identify the components that support  quality design of Web-based instruction. Components were identified from each  of the behaviorist, cognitivist, and constructivist schools of learning.
  • Learners should be told the explicit outcomes of  the learning
  • Learners must be tested to determine whether or not  they have achieved the learning outcome.
  • Learning materials must be sequenced appropriately  to promote learning.
  • Learners must be provided with feedback
  • The duration in working memory is approximately 20 seconds, and  if information in working memory is not processed efficiently, it is not transferred  to long-term memory for storage (Kalat, 2002).
  • Since  working memory has limited capacity, information should be organized or chunked  in pieces of appropriate size to facilitate processing.
  • He suggests that information  should be chunked into five to nine (i.e., 7 ± 2) meaningful units to compensate  for the limited capacity of short-term memory.
  • Strategies should be used to allow learners to perceive  and attend to the information so that it can be transferred to working memory.
  • Strategies to facilitate maximum sensation should be used.  Examples include the proper location of the information on the screen, the  attributes of the screen (color, graphics, size of text, etc.), the pacing  of the information, and the mode of delivery (audio, visuals, animations,  video).

  • Important information should be placed in the center  of the screen for reading, and learners must be able to read from left to  right.

      

    •   Information critical for learning should be highlighted  to focus learners' attention. For example, in an online lesson, headings should  be used to organize the details, and formatted to allow learners to attend  to and process the information they contain.

      

    •   Learners should be told why they should take the  lesson, so that they can attend to the information throughout the lesson.

      

    •   The difficulty level of the material must match the  cognitive level of the learner, so that the learner can both attend to and  relate to the material. Links to both simpler and more complicated materials  can be used to accommodate learners at different knowledge levels.
  • Use advance organizers to activate an existing cognitive  structure or to provide the information to incorporate the details of the  lesson (Ausubel, 1960).
  • Provide conceptual models that learners can use to  retrieve existing mental models or to store the structure they will need to  use to learn the details of the lesson.
  • Use pre-instructional questions to set expectations  and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite  knowledge structure required for learning the new materials.
  • Information should be chunked to prevent overload  during processing in working memory (Miller, 1956).
  • generalized information map is provided as an overview for the online lesson,  and can be linear, hierarchical, or spider-shaped, as illustrated in Figures 1-2 to 1-4 (Holley et al., 1979; Smith &  Ragan, 1999).
  • learners should be asked to generate  the information maps during the learning process or as a summary activity  after the lesson (Bonk & Reynolds, 1997).
  • Strategies that  require learners to apply, analyze, synthesize, and evaluate promote higher-level  learning, which makes the transfer to long-term memory more effective.
  • The Kolb Learning Style Inventory  (LSI)  (Kolb, 1984) looks at how learners perceive and process information, whereas  the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure  extroversion versus introversion, sensing versus intuition, thinking versus  feeling, and judging versus perception.
  • perceiving and processing.
  • One of the dimensions  of cognitive style that has implications for online learning is the distinction  between field-dependent and field-independent personalities  (Witkin et al., 1977).
  • Field-independent personalities approach the environment  in an analytical manner; for example, they are able to distinguish figures  as discrete from their backgrounds. Field-dependent individuals experience  events in a more global, less differentiated way. Field-dependent individuals  have a greater social orientation compared with field-independent personalities.  Field-independent individuals are likely to learn more effectively under conditions  of intrinsic motivation (e.g., self-study), and are influenced less by social  reinforcement.
  • Concrete-experience learners prefer specific examples in which  they can be involved, and they relate to peers and not to people in authority
  • They like group work and peer feedback, and they see the instructor as coach  or helper. These learners prefer support methods that allow them to interact  with peers and obtain coaching from the instructor. Reflective-observation learners like to observe carefully  before taking any action. They prefer that all the information be available  for learning, and see the instructor as the expert. They tend to avoid interaction  with others. Abstract-conceptualization learners  like to work more with things and symbols and less with people. They like  to work with theory and to conduct systematic analyses. Active-experimentation  learners prefer to learn by doing practical projects and through group  discussions. They prefer active learning methods and interacting with peers  for feedback and information. They tend to establish their own criteria for  evaluating situations.
  • Ally and Fahy (2002)  found that students with different learning styles have different preferences  for support.
  • Where possible, textual, verbal, and visual information  should be presented to encourage encoding.
  • Learners should be motivated to learn. It does not  matter how effective the online materials are, if learners are not motivated,  they will not learn.
  • Designers of online  learning materials should use intrinsic motivation strategies (Malone, 1981);  however, extrinsic motivation should also be used since some learners are  motivated by externally driven methods.
  • Keller proposed a model (ARCS—attention, relevance,  confidence, satisfaction) for motivating learners during learning (Keller,  1983; Keller & Suzuki, 1988).
  • Attention:
  • Relevance:
  • Confidence:
  • Satisfaction:
  • Encourage learners to use their metacognitive skills   to help in the learning process (Meyer, 1998, Sternberg, 1998)
  • Online strategies that facilitate the transfer of  learning should be used to encourage application in different and real-life  situations.
  • Constructivists see learners as being active rather  than passive. Knowledge is not received from the outside or from someone else;  rather, it is the individual learner's interpretation and processing of what  is received through the senses that creates knowledge.
  • Learning should be an active process.
  • Learners should construct their own knowledge rather  than accepting that given by the instructor.
  • Collaborative and cooperative learning should be  encouraged to facilitate constructivist learning (Hooper &  Hannafin, 1991; Johnson & Johnson, 1996; Palloff &  Pratt, 1999).
  • Learners should be given control of the learning  process.
  • Learners should be given time and opportunity to  reflect.
  • Learning should be made meaningful for learners.
  • Learning should be interactive to promote higher-level  learning and social presence, and to help develop personal meaning.
  • In online learning, the interface is with the computer to  access the content and to interact with others
  • A rationale should be provided to  inform learners of the importance of taking the online lesson and to show  how it will benefit them.
  • Learners should be informed of the learning outcomes of the lesson,  so that they know what is expected of them and will be able to gauge when  they have achieved the lesson outcomes.
  • Learners must be told the prerequisite requirements so that they  can check whether they are ready for the lesson.
  • Online learners should be provided with a variety of  learning activities to achieve the lesson learning outcome and to accommodate  learners' individual needs.

  58 more annotations...

• 18 May 14
  

  Filip Goc

  good intro to Schools of Learning with implications for online space.
  Behaviorist School of Learning
  Cognitivist School of Learning
  Constructivist School of Learning
  
  note: pre-connectivism article
  
  

  hx p2p

  • ehaviorist school of thought,  influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates  that learning is a change in observable behavior caused by external stimuli  in the environment (Skinner, 1974).
• 01 Dec 13
  

  Ivonne Chirino-Klevans

  Athabasca university. How they integrate learning theories into online learning.

  e-learning

• 22 Jul 13
  

  Cindy Edwards

  e-Learning

• 11 Jun 13
  

  Steve Ellwood
  • e use of the Internet to access learning materials; to interact  with the content, instructor, and other learners; and to obtain support during  the learning process, in order to acquire knowledge, to construct personal  meaning, and to grow from the learning experienc
  • Learning strategies should  be selected to motivate learners, facilitate deep processing, build the whole  person, cater for individual differences, promote meaningful learning, encourage  interaction, provide feedback, facilitate contextual learning, and provide  support during the learning process.
  • learning is a change in observable behavior caused by external stimul
  • Cognitive psychology claims that learning involves the use of  memory, motivation, and thinking, and that reflection plays an important part  in learning. They see learning as an internal process
  • Constructivist  theorists claim that learners interpret information and the world according  to their personal reality, and that they learn by observation, processing,  and interpretation, and then personalize the information into personal knowledge
  • The cognitive school recognizes the importance of individual differences,  and of including a variety of learning strategies in online instruction to  accommodate those differences.
  • perceiving and processing
  • Cognitive style refers to a learner's preferred way of  processing information;
  • Field-independent personalities approach the environment  in an analytical manner; for example, they are able to distinguish figures  as discrete from their backgrounds. Field-dependent individuals experience  events in a more global, less differentiated way. Field-dependent individuals  have a greater social orientation compared with field-independent personalities.  Field-independent individuals are likely to learn more effectively under conditions  of intrinsic motivation (e.g., self-study), and are influenced less by social  reinforcement.
  • Concrete-experience learners
  • Reflective-observation learners
  • Abstract-conceptualization learners
  • Active-experimentation  learners
  • Design for  success by sequencing from simple to complex, or known to unknown
  • Online instruction occurs when learners use the Web to go through the sequence  of instruction, to complete the learning activities, and to achieve learning  outcomes and objectives
  • (Ally, 2002; Ritchie & Hoffman, 1997).
  • Behaviorist strategies can be used to teach the facts (what); cognitivist  strategies to teach the principles and processes (how); and constructivist  strategies to teach the real-life and personal applications and contextual  learning.

  15 more annotations...

• 28 May 13
  

  Hrobjartur Arnason

  Skoða þessa bok

  elearning e-learning FFF kenningar namsefni kennsluefni authoring

• 27 May 13
  

  Cary Kirby
• 22 May 13
  

  Joe Essel

  onlinelearning

• 18 Apr 13
  

  Angelina Popova

  education related imported

• 02 Apr 13
  

  Keri Jones

  learningtheories

• 23 Jan 13
  

  Colette Cummings

  Facilitating Online Courses

  • According to Bonk and Reynolds (1997), to promote higher-order  thinking on the Web, online learning must create challenging activities that  enable learners to link new information to old, acquire meaningful knowledge,  and use their metacognitive abilities; hence, it is the instructional strategy  and not the technology that influences the quality of learning.
  • Online learning allows for flexibility of access, from anywhere  and usually at anytime—essentially, it allows participants to collapse time  and space (Cole, 2000)—however, the learning materials must be designed properly  to engage the learner and promote learning. According to Rossett (2002), online  learning has many promises, but it takes commitment and resources, and it  must be done right. “Doing it right” means that online learning materials  must be designed properly, with the learners and learning in focus, and that  adequate support must be provided.

  • As a result, the author defines online   learning as

      

    the use of the Internet to access learning materials; to interact  with the content, instructor, and other learners; and to obtain support during  the learning process, in order to acquire knowledge, to construct personal  meaning, and to grow from the learning experience
  • The cognitive school recognizes the importance of individual differences,  and of including a variety of learning strategies in online instruction to  accommodate those differences. Learning style refers to how a learner  perceives, interacts with, and responds to the learning environment; it is  a measure of individual differences.
  • Constructivists see learners as being active rather  than passive. Knowledge is not received from the outside or from someone else;  rather, it is the individual learner's interpretation
  • Implications for Online Learning
  • Learners should construct their own knowledge rather  than accepting that given by the instructor. Knowledge construction is facilitated  by good interactive online instruction, since the students have to take the  initiative to learn and to interact with other students and the instructor,  and because the learning agenda is controlled by the student (Murphy & Cifuentes, 2001). In the online environment,  students experience the information at first-hand, rather than receiving  filtered information from an instructor whose style or background may differ  from theirs. In a traditional lecture, the instructor contextualizes and personalizes  the information to meet their own needs, which may not be appropriate for  all learners. In online instruction, learners experience the information first-hand,  which gives them the opportunity to contextualize and personalize the information  themselves.
  • Behaviorist, cognitivist, and constructivist theories  have contributed in different ways to the design of online materials, and  they will continue to be used to develop learning materials for online learning.  Behaviorist strategies can be used to teach the facts (what); cognitivist  strategies to teach the principles and processes (how); and constructivist  strategies to teach the real-life and personal applications and contextual  learning.
  • he use of learning objects to promote  flexibility and reuse of online materials to meet the needs of individual  learners will become more common in the futur

  7 more annotations...

• 02 Jan 13
  

  Tracy Lee Edwards

  dissertation theory

  •   

    In his transformation theory, Mezirow (1991) uses both constructivism  and cognitivism to explain how people learn. He sees learning as “the process  of using a prior interpretation to construe a new or revised interpretation  of the meaning of one's experience in order to guide future action” (p. 12).
• 12 Nov 12
  

  alisonseaman

  @FredWBaker @AlisonSeaman so, I keep going back to this, re: situation of learning theories - http://t.co/tPbzIatZ #stillstewing

  stillstewing

• 31 Oct 12
  

  Susan Haynes

  Adlt 640 e-learning learning theory

• 27 Jun 12
  

  Yesenia Hernandez

  e-learning Educational Technology distance-education technology

• 23 May 12
  

  Gigi Johnson

  "Foundations of Educational
  Theory for Online Learning
  
  Mohamed Ally
  Athabasca University"

• 05 Mar 12
  

  Jason Finley

  learning_theory Assessment

  • The computer is merely the  vehicle that provides the processing capability and delivers the instruction  to learners (Clark, 2001). Kozma is correct in his claim, but learners will  not learn from the simulations if the simulations are not developed using  sound design principles.

      
  • Learning strategies should  be selected to motivate learners, facilitate deep processing, build the whole  person, cater for individual differences, promote meaningful learning, encourage  interaction, provide feedback, facilitate contextual learning, and provide  support during the learning process.
  • Learners should be told the explicit outcomes of  the learning
  • testing or other forms of  testing and assessment should be integrated into the learning sequence
  • sequencing could take the form of simple to complex,  known to unknown, and knowledge to application
  • provided with feedback so that they  can monitor how they are doing and take corrective action
  • Important information should be placed in the center  of the screen
  • Information critical for learning should be highlighted  to focus learners' attention
  • Learners should be told why
  • Use pre-instructional questions to set expectations  and to activate the learners' existing knowledge structure.
  • Information should be chunked to prevent overload  during processing in working memory
  • Concrete-experience learners prefer specific examples in which  they can be involved, and they relate to peers and not to people in authority.
  • Reflective-observation learners like to observe carefully  before taking any action. They prefer that all the information be available  for learning, and see the instructor as the expert.
  • Abstract-conceptualization learners  like to work more with things and symbols and less with people. They like  to work with theory and to conduct systematic analyses.
  • Active-experimentation  learners prefer to learn by doing practical projects and through group  discussions. They prefer active learning methods and interacting with peers  for feedback and information.
  • Information should be presented in different modes  to accommodate individual differences in processing and to facilitate transfer  to long-term memory. Where possible, textual, verbal, and visual information  should be presented to encourage encoding. According to dual-coding theory  (Paivio, 1986), information received in different modes (textual and visual)  will be processed better than that presented in a single mode (textual only).  Dual-coded information is processed in different parts of the brain, resulting  in more encoding.
  • It does not  matter how effective the online materials are, if learners are not motivated,  they will not learn.
  • Attention: Capture the learners' attention  at the start of the lesson and maintain it throughout the lesson. The online  learning materials must include an activity at the start of the learning session  to connect with the learners.
  • Relevance: Inform learners of the importance  of the lesson and how taking the lesson could benefit them. Strategies could  include describing how learners will benefit from taking the lesson, and how  they can use what they learn in real-life situations.
  • Confidence: Use strategies such as designing  for success and informing learners of the lesson expectations. Design for  success by sequencing from simple to complex, or known to unknown, and use  a competency-based approach where learners are given the opportunity to use  different strategies to complete the lesson. Inform learners of the lesson  outcome and provide ongoing encouragement to complete the lesson.
  • Satisfaction: Provide feedback on performance  and allow learners to apply what they learn in real-life situations. Learners  like to know how they are doing, and they like to contextualize what they  are learning by applying the information in real life.
  • learners should be given the opportunity to complete  assignments and projects that use real-life applications and information.
  • Effective online lessons must use techniques to allow learners  to sense and perceive the information, and must include strategies to facilitate  high-level processing for transfer of information to long-term memory. After  learners acquire the information, they create personal knowledge to make the  materials meaningful.
  • Learning should be an active process.
  • Learners should construct their own knowledge rather  than accepting that given by the instructor.
  • Working with other learners gives learners real-life experience  of working in a group, and allows them to use their metacognitive skills.  Learners will also be able to use the strengths of other learners, and to  learn from others.
  • Learners should be given control of the learning  process. There should be a form of guided discovery where learners are allowed  to make decision on learning goals, but with some guidance from the instructor.
  • Learners should be given control of the learning  process. There should be a form of guided discovery where learners are allowed  to make decision on learning goals, but with some guidance from the instructor.
  • Learners should be given time and opportunity to  reflect.
  • Learning should be made meaningful for learners.
  • Learning should be interactive to promote higher-level  learning and social presence, and to help develop personal meaning.

  29 more annotations...

• 24 Feb 12
  

  There is ongoing debate about whether it is the use of a particular delivery technology or the design of the instruction that improves learning (Clark, 2001; Kozma, 2001). It has long been recognized that specialized delivery technologies can provide efficient and timely access to learning materials; however, Clark (1983) has claimed that technologies are merely vehicles that deliver instruction, but do not themselves influence student achievement. As Clark notes, meta-analysis studies on media research have shown that students gain significant learning benefits when learning from audio-visual or computer media, as opposed to conventional instruction; however, the same studies suggest that the reason for those benefits is not the medium of instruction, but the instructional strategies built into the learning materials. Similarly, Schramm (1977) suggested that learning is influenced more by the content and instructional strategy in the learning materials than by the type of technology used to deliver instruction

  onlinelearning theory foundation constructivist cognitive learning elearning

• 03 Jan 12
  

  online learning learning theories

• 29 Nov 11
  

  Nancy S

  Foundations of Educational Theory for Online Learning.
  
  There is ongoing debate about whether it is the use of a particular delivery technology or the design of the instruction that improves learning

  NJCU edtech

• 07 Oct 11
  

  ann cuvala
  • As a result, the author defines online   learning as
  • the use of the Internet t
  • o access learning materials; to interact  with the content, instructor, and other learners; and to obtain support during  the learning process, in order to acquire knowledge, to construct personal  meaning, and to grow from the learning experience.
  • The goal of any instructional system is to promote learning.  Therefore, before any learning materials are developed, educators must, tacitly  or explicitly, know the principles of learning and how students learn. This  is especially true for online learning, where the instructor and the learner  are separated. The development of effective online learning materials should  be based on proven and sound learning theories. As we discussed above, the  delivery medium is not the determining factor in the quality of learning;  rather, the design of the course determines the effectiveness of the learning  (Rovai, 2002).
  • The behaviorist school of thought,  influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates  that learning is a change in observable behavior caused by external stimuli  in the environment (Skinner, 1974). Behaviorists claim that it is the observable  behavior that indicates whether or not the learner has learned something,  and not what is going on in the learner's head.
  • Cognitive psychology claims that learning involves the use of  memory, motivation, and thinking, and that reflection plays an important part  in learning.
  • Constructivist
  • Learners learn best when they can contextualize  what they learn for immediate application and to acquire personal meaning.
  • Behaviorists' strategies  can be used to teach the “what” (facts), cognitive strategies can be used  to teach the “how” (processes and principles), and constructivist strategies  can be used to teach the “why” (higher level thinking that promotes personal  meaning and situated and contextual learning).
  • Behaviorist School of Learning
  • Implications for Online Learning
  • Cognitivists see learning as an internal process that  involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • The duration in working memory is approximately 20 seconds, and  if information in working memory is not processed efficiently, it is not transferred  to long-term memory for storage (Kalat, 2002).
  • He suggests that information  should be chunked into five to nine (i.e., 7 ± 2) meaningful units to compensate  for the limited capacity of short-term memory.
  • Learners must receive the information in the form of sensations before  perception and processing can occur; however, they must not be overloaded  with sensations, which could be counterproductive to the learning process.

  13 more annotations...

• 20 Aug 11
  

  James Hobson

  learning e-learning education elearning online theory

• 28 Apr 11
  

  Mark Swartz

  From:  FOUNDATIONS OF EDUCATIONAL THEORY FOR ONLINE LEARNING

  learning theory elearning teaching onlinelearning

  • According to Bonk and Reynolds (1997), to promote higher-order  thinking on the Web, online learning must create challenging activities that  enable learners to link new information to old, acquire meaningful knowledge,  and use their metacognitive abilities; hence, it is the instructional strategy  and not the technology that influences the quality of learning.
  • According to Bonk and Reynolds (1997), to promote higher-order  thinking on the Web, online learning must create challenging activities that  enable learners to link new information to old, acquire meaningful knowledge,  and use their metacognitive abilities; hence, it is the instructional strategy  and not the technology tha
  • However, it is not the computer per se that makes students learn,  but the design of the real-life models and simulations, and the students'  interaction with those models and simulations. The computer is merely the  vehicle that provides the processing capability and delivers the instruction  to learners (Clark, 2001).
  • Online learning allows for flexibility of access, from anywhere  and usually at anytime—essentially, it allows participants to collapse time  and space (Cole, 2000)—however, the learning materials must be designed properly  to engage the learner and promote learning.
  • Therefore, before any learning materials are developed, educators must, tacitly  or explicitly, know the principles of learning and how students learn.
  • The development of effective online learning materials should  be based on proven and sound learning theories.
  • Early computer learning systems were designed based  on a behaviorist approach to learning. The behaviorist school of thought,  influenced by Thorndike (1913), Pavlov (1927), and Skinner (1974), postulates  that learning is a change in observable behavior caused by external stimuli  in the environment (Skinner, 1974).
  • Cognitive psychology claims that learning involves the use of  memory, motivation, and thinking, and that reflection plays an important part  in learning.
  • Constructivist  theorists claim that learners interpret information and the world according  to their personal reality, and that they learn by observation, processing,  and interpretation, and then personalize the information into personal knowledge  (Cooper, 1993; Wilson, 1997).
  • The design of online learning materials can include principles  from all three. According to Ertmer and Newby (1993), the three schools of  thought can in fact be used as a taxonomy for learning. Behaviorists' strategies  can be used to teach the “what” (facts), cognitive strategies can be used  to teach the “how” (processes and principles), and constructivist strategies  can be used to teach the “why” (higher level thinking that promotes personal  meaning and situated and contextual learning).
  • The behaviorist school sees the mind as a “black box,”  in the sense that a response to a stimulus can be observed quantitatively,  totally ignoring the effect of thought processes occurring in the mind.

  • Learners should be told the explicit outcomes of  the learning so that they can set expectations and can judge for themselves  whether or not they have achieved the outcome of the online lesson.

      

    2.  Learners must be tested to determine whether or not  they have achieved the learning outcome. Online testing or other forms of  testing and assessment should be integrated into the learning sequence to  check the learner's achievement level and to provide appropriate feedback.

      

    3.  Learning materials must be sequenced appropriately  to promote learning. The sequencing could take the form of simple to complex,  known to unknown, and knowledge to application.

      

    4.  Learners must be provided with feedback so that they  can monitor how they are doing and take corrective action if required.
  • Cognitivists see learning as an internal process that  involves memory, thinking, reflection, abstraction, motivation, and meta-cognition.
  • Online instruction must use strategies to allow learners to attend  to the learning materials so that they can be transferred from the senses  to the sensory store and then to working memory.
  • Online learning strategies must present the materials and use  strategies to enable students to process the materials efficiently.
  • information should be organized or chunked  in pieces of appropriate size to facilitate processing.
  • Use advance organizers to activate an existing cognitive  structure or to provide the information to incorporate the details of the  lesson (Ausubel, 1960).
  • Use pre-instructional questions to set expectations  and to activate the learners' existing knowledge structure.
  • Use prerequisite test questions to activate the prerequisite  knowledge structure required for learning the new materials.
  • To facilitate deep processing, learners should be asked to generate  the information maps during the learning process or as a summary activity  after the lesson (Bonk & Reynolds, 1997).
  • The cognitive school recognizes the importance of individual differences,  and of including a variety of learning strategies in online instruction to  accommodate those differences
  • The Kolb Learning Style Inventory  (LSI)  (Kolb, 1984) looks at how learners perceive and process information, whereas  the Myers-Briggs Type Indicator (Myers, 1978) uses dichotomous scales to measure  extroversion versus introversion, sensing versus intuition, thinking versus  feeling, and judging versus perception. In the following discussion, we consider  the Kolb Learning Style Inventory.

  • Attention: Capture the learners' attention  at the start of the lesson and maintain it throughout the lesson. The online  learning materials must include an activity at the start of the learning session  to connect with the learners.

      

    Relevance: Inform learners of the importance  of the lesson and how taking the lesson could benefit them. Strategies could  include describing how learners will benefit from taking the lesson, and how  they can use what they learn in real-life situations. This strategy helps  to contextualize the learning and make it more meaningful, thereby maintaining  interest throughout the learning session.

      

    Confidence: Use strategies such as designing  for success and informing learners of the lesson expectations. Design for  success by sequencing from simple to complex, or known to unknown, and use  a competency-based approach where learners are given the opportunity to use  different strategies to complete the lesson. Inform learners of the lesson  outcome and provide ongoing encouragement to complete the lesson.

      

    Satisfaction: Provide feedback on performance  and allow learners to apply what they learn in real-life situations. Learners  like to know how they are doing, and they like to contextualize what they  are learning by applying the information in real life.
  • Online strategies that facilitate the transfer of  learning should be used to encourage application in different and real-life  situations.
  • Constructivists see learners as being active rather  than passive.
  • it is the individual learner's interpretation and processing of what  is received through the senses that creates knowledge.
  • “the process  of using a prior interpretation to construe a new or revised interpretation  of the meaning of one's experience in order to guide future action” (p. 12).
  • Learning should be an active process. Keeping learners  active doing meaningful activities results in high-level processing, which  facilitates the creation of personalized meaning. Asking learners to apply  the information in a practical situation is an active process, and facilitates  personal interpretation and relevance.
  • Learners should construct their own knowledge rather  than accepting that given by the instructor.
  • Collaborative and cooperative learning should be  encouraged to facilitate constructivist learning (H
  • When assigning learners for group work, membership should  be based on the expertise level and learning style of individual group members,  so that individual team members can benefit from one another's strengths.
  •   Learners should be given control of the learning  process
  • Learners should be given time and opportunity to  reflect.
  • Learning should be made meaningful for learners.  The learning materials should include examples that relate to students, so  that they can make sense of the information.
  • Learning should be interactive to promote higher-level  learning and social presence, and to help develop personal meaning. According  to Heinich et al. (2002), learning is the development of new knowledge, skills,  and attitudes as the learner interacts with information and the environment.  Interaction is also critical to creating a sense of presence and a sense of  community for online learners, and to promoting transformational learning  (Murphy & Cifuentes, 2001). Learners receive  the learning materials through the technology, process the information, and  then personalize and contextualize the information.
  • Online instruction occurs when learners use the Web to go through the sequence  of instruction, to complete the learning activities, and to achieve learning  outcomes and objectives (Ally, 2002; Ritchie & Hoffman, 1997).
  •  

     

    Figure 1-6.
    Components of effective online learning.
  • Behaviorist strategies can be used to teach the facts (what); cognitivist  strategies to teach the principles and processes (how); and constructivist  strategies to teach the real-life and personal applications and contextual  learning. There is a shift toward constructive learning, in which learners  are given the opportunity to construct their own meaning from the information  presented during the online sessions. The use of learning objects to promote  flexibility and reuse of online materials to meet the needs of individual  learners will become more common in the future. Online learning materials  will be designed in small coherent segments, so that they can be redesigned  for different learners and different contexts. Finally, online learning will  be increasingly diverse to respond to different learning cultures, styles,  and motivations.

  36 more annotations...

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  • Ring and Mathieux (2002) suggest that online  learning should have high authenticity (i.e., students should learn in the  context of the workplace), high interactivity, and high collaboration.
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