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Educ 612 e-learning

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ISCOF-San Enrique Campus
ISCOF-San Enrique Campus

This document provides an overview of e-learning and related concepts. It discusses the definition of e-learning and its history. Several learning theories that relate to e-learning are outlined, including dual coding theory and social constructivism. Factors like spatial and temporal contiguity that can enhance learning are mentioned. The importance of self-regulation in e-learning is covered. Challenges for teachers in adopting technology and the need for proper training and support are also summarized.

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Educ 612 - ICT for Administrators E-Learning presented by: Ian P. Sugatan presented to: Dr. Joseph Christian Hornido
E-Learning E-learning (or eLearning) is the use of electronic educational technology in learning and teaching information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital education. In usage, all of these terms appear in articles and reviews; the term "e- learning" is used frequently, but is variously and imprecisely defined and applied.
History/Origin The origin or etymology of e-learning is contested, with the e- part not necessarily meaning electronic as per e-mail or e-commerce. Coined between 1997 and 1999, e-learning became first attached to either a distance learning service or it was used for the first time at the CBT systems seminar. Since then the term has been used extensively to describe the use of online, personalized, interactive or virtual education. Bernard Luskin, an educational technology pioneer, advocated that the "e" of e-learning should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic." Parks suggested that the "e" should refer to "everything, everyone, engaging, easy". These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.
E-Learning Theory Richard E. Mayer's "modality principle" states that if materials contain both verbal and graphical information, the verbal information should be given in auditory format only, and not as written text as well. Theoretically, the modality principle is based on a model of working memory by Alan Baddeley and Graham Hitch who proposed that working memory has two largely independent sub-components that tend to work in parallel - one visual and one verbal/acoustic. This gave rise to dual-coding theory, first proposed by Allan Paivio and later applied to multimedia by Richard Mayer. According to Mayer, separate channels of working memory process auditory and visual information.
E-Learning Theory In a series of studies Mayer and his colleagues tested Paivios dual-coding theory, with multimedia. They repeatedly found that students learning given multimedia with animation and narration consistently did better on transfer questions than those who learn from animation and text-based materials. That is, they were significantly better when it came to applying what they had learned after receiving multimedia rather than mono-media (visual only) instruction. These results were then later confirmed by other groups of researchers. Learning is enhanced when related components such as words and pictures are presented in "spatial contiguity", referring to the components being physically close to each other on the page or screen, rather than being separated. Similarly, "temporal contiguity" refers to simultaneous presentation of corresponding words and pictures, rather than successive delivery. Learning is more effective when extraneous material is excluded rather than included, which Meyer termed, "coherence". The effects of improved design have more benefit for low-knowledge than high knowledge learners, and for high-spatial than for low-spatial learners.
Learning Theories Social-constructivist this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves. The One Laptop Per Child Foundation attempted to use a constructivist approach in its project. Laurillard's Conversational Model is also particularly relevant to e- Learning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards. Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works. Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc. Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.
Learning Theories Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure. Mode Neutral Convergence or promotion of transmodal learning where online and classroom learners can coexist within one learning environment thus encouraging interconnectivity and the harnessing of collective intelligence. For many theorists its the interaction between student and teacher and student and student in the online environment that enhances learning (Mayes and de Freitas 2004). Pasks theory that learning occurs through conversations about a subject which in turn helps to make knowledge explicit has an obvious application to learning within a VLE.
Learning Theories Salmon developed a five stage model of e-learning and e- moderating that for some time has had a major influence where online courses and online discussion forums have been used. In her five stage model individual access and the ability of students to use the technology are the first step to involvement and achievement. The second step involves students creating an identity online and finding others with whom to interact; online socialization is a critical element of the e-learning process in this model. In step 3 students are giving and sharing information relevant to the course to each other. Collaborative interaction amongst students is central to step 4. The fifth step in Salmons model involves students looking for benefits from the system and using resources from outside of it to deepen their learning. Throughout all of this the tutor/teacher/lecturer fulfills the role of moderator or e-moderator, acting as a facilitator of student learning.
Self-Regulation Self-regulated learning refers to several concepts that play major roles in learning, and which have significant relevance in e-learning. Zimmerman (1998) explains that in order to develop self-regulation, learning courses should offer opportunities for students to practice strategies and skills by themselves. Self-regulation is also strongly related to a student's social sources such as parents and teachers. Moreover, Steinberg (1996) found that high-achieving students usually have high-expectation parents who monitor their children closely.
Self-Regulation With the academic environment, self-regulated learners usually set their academic goals and monitor and react themselves in process in order to achieve their goals. Schunk argues, "students must regulate not only their actions but also their underlying achievement- related cognitions, beliefs, intentions and affects"(p. 359). Moreover, academic self-regulation also helps students develop confidence in their ability to perform well in e-learning courses.
Teacher use of Technology Computing technology was not created by teachers. There has been little consultation between those who promote its use in schools and those who teach with it. Decisions to purchase technology for education are very often political decisions. Most staff using these technologies did not grow up with them. Training teachers to use computer technology did improve their confidence in its use, but there was considerable dissatisfaction with training content and style of delivery. The communication element in particular was highlighted as the least satisfactory part of the training, by which many teachers meant the use of a VLE and discussion forums to deliver online training (Leask 2002).
Teacher use of Technology Technical support for online learning, lack of access to hardware, poor monitoring of teacher progress and a lack of support by online tutors were just some of the issues raised by the asynchronous online delivery of training (Davies 2004). They are also likely to be more constructivist-oriented in their approach to learning. Newer generation web 2.0 services provide customizable, inexpensive platforms for authoring and disseminating multimedia- rich e-learning courses, and do not need specialised information technology (IT) support. Pedagogical theory may have application in encouraging and assessing on-line participation. Assessment methods for on-line participation have reviewed.
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Educ 612 e-learning

  • 1. Educ 612 - ICT for Administrators E-Learning presented by: Ian P. Sugatan presented to: Dr. Joseph Christian Hornido
  • 2. E-Learning E-learning (or eLearning) is the use of electronic educational technology in learning and teaching information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, virtual education, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital education. In usage, all of these terms appear in articles and reviews; the term "e- learning" is used frequently, but is variously and imprecisely defined and applied.
  • 3. History/Origin The origin or etymology of e-learning is contested, with the e- part not necessarily meaning electronic as per e-mail or e-commerce. Coined between 1997 and 1999, e-learning became first attached to either a distance learning service or it was used for the first time at the CBT systems seminar. Since then the term has been used extensively to describe the use of online, personalized, interactive or virtual education. Bernard Luskin, an educational technology pioneer, advocated that the "e" of e-learning should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic." Parks suggested that the "e" should refer to "everything, everyone, engaging, easy". These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.
  • 4. E-Learning Theory Richard E. Mayer's "modality principle" states that if materials contain both verbal and graphical information, the verbal information should be given in auditory format only, and not as written text as well. Theoretically, the modality principle is based on a model of working memory by Alan Baddeley and Graham Hitch who proposed that working memory has two largely independent sub-components that tend to work in parallel - one visual and one verbal/acoustic. This gave rise to dual-coding theory, first proposed by Allan Paivio and later applied to multimedia by Richard Mayer. According to Mayer, separate channels of working memory process auditory and visual information.
  • 5. E-Learning Theory In a series of studies Mayer and his colleagues tested Paivios dual-coding theory, with multimedia. They repeatedly found that students learning given multimedia with animation and narration consistently did better on transfer questions than those who learn from animation and text-based materials. That is, they were significantly better when it came to applying what they had learned after receiving multimedia rather than mono-media (visual only) instruction. These results were then later confirmed by other groups of researchers. Learning is enhanced when related components such as words and pictures are presented in "spatial contiguity", referring to the components being physically close to each other on the page or screen, rather than being separated. Similarly, "temporal contiguity" refers to simultaneous presentation of corresponding words and pictures, rather than successive delivery. Learning is more effective when extraneous material is excluded rather than included, which Meyer termed, "coherence". The effects of improved design have more benefit for low-knowledge than high knowledge learners, and for high-spatial than for low-spatial learners.
  • 6. Learning Theories Social-constructivist this pedagogy is particularly well afforded by the use of discussion forums, blogs, wiki and on-line collaborative activities. It is a collaborative approach that opens educational content creation to a wider group including the students themselves. The One Laptop Per Child Foundation attempted to use a constructivist approach in its project. Laurillard's Conversational Model is also particularly relevant to e- Learning, and Gilly Salmon's Five-Stage Model is a pedagogical approach to the use of discussion boards. Cognitive perspective focuses on the cognitive processes involved in learning as well as how the brain works. Emotional perspective focuses on the emotional aspects of learning, like motivation, engagement, fun, etc. Behavioural perspective focuses on the skills and behavioural outcomes of the learning process. Role-playing and application to on-the-job settings.
  • 7. Learning Theories Contextual perspective focuses on the environmental and social aspects which can stimulate learning. Interaction with other people, collaborative discovery and the importance of peer support as well as pressure. Mode Neutral Convergence or promotion of transmodal learning where online and classroom learners can coexist within one learning environment thus encouraging interconnectivity and the harnessing of collective intelligence. For many theorists its the interaction between student and teacher and student and student in the online environment that enhances learning (Mayes and de Freitas 2004). Pasks theory that learning occurs through conversations about a subject which in turn helps to make knowledge explicit has an obvious application to learning within a VLE.
  • 8. Learning Theories Salmon developed a five stage model of e-learning and e- moderating that for some time has had a major influence where online courses and online discussion forums have been used. In her five stage model individual access and the ability of students to use the technology are the first step to involvement and achievement. The second step involves students creating an identity online and finding others with whom to interact; online socialization is a critical element of the e-learning process in this model. In step 3 students are giving and sharing information relevant to the course to each other. Collaborative interaction amongst students is central to step 4. The fifth step in Salmons model involves students looking for benefits from the system and using resources from outside of it to deepen their learning. Throughout all of this the tutor/teacher/lecturer fulfills the role of moderator or e-moderator, acting as a facilitator of student learning.
  • 9. Self-Regulation Self-regulated learning refers to several concepts that play major roles in learning, and which have significant relevance in e-learning. Zimmerman (1998) explains that in order to develop self-regulation, learning courses should offer opportunities for students to practice strategies and skills by themselves. Self-regulation is also strongly related to a student's social sources such as parents and teachers. Moreover, Steinberg (1996) found that high-achieving students usually have high-expectation parents who monitor their children closely.
  • 10. Self-Regulation With the academic environment, self-regulated learners usually set their academic goals and monitor and react themselves in process in order to achieve their goals. Schunk argues, "students must regulate not only their actions but also their underlying achievement- related cognitions, beliefs, intentions and affects"(p. 359). Moreover, academic self-regulation also helps students develop confidence in their ability to perform well in e-learning courses.
  • 11. Teacher use of Technology Computing technology was not created by teachers. There has been little consultation between those who promote its use in schools and those who teach with it. Decisions to purchase technology for education are very often political decisions. Most staff using these technologies did not grow up with them. Training teachers to use computer technology did improve their confidence in its use, but there was considerable dissatisfaction with training content and style of delivery. The communication element in particular was highlighted as the least satisfactory part of the training, by which many teachers meant the use of a VLE and discussion forums to deliver online training (Leask 2002).
  • 12. Teacher use of Technology Technical support for online learning, lack of access to hardware, poor monitoring of teacher progress and a lack of support by online tutors were just some of the issues raised by the asynchronous online delivery of training (Davies 2004). They are also likely to be more constructivist-oriented in their approach to learning. Newer generation web 2.0 services provide customizable, inexpensive platforms for authoring and disseminating multimedia- rich e-learning courses, and do not need specialised information technology (IT) support. Pedagogical theory may have application in encouraging and assessing on-line participation. Assessment methods for on-line participation have reviewed.
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