E-Learning Pedagogy

This week, I shared a session on integrating appropriate Social Media Assignments, which raised multiple questions on functional e-learning. So, I would like to share Qualitative Insights: In Search of Meaningful E-learning by Carter, et al (2014).

"The mixed methods research operationalized e-learning as the integration of pedagogy, instructional technology, and the Internet into teaching and learning environments. Participants reflected on e-learning to F2F with some technology (e.g. LMS, video, mobile devices, etc.); Blended; and Online. Data collected included surveys (1377 students, 187 faculty); narrative comments (269 students, 74 faculty); and focus groups (16 students, 33 faculty). Four themes emerged: human connection (H), IT support (I), design (D), and institutional infrastructure (I)."

The authors focused on these research questions:

1. What technology knowledge and skills do students and faculty require to effectively utilize e-learning strategies?

2. What challenges do they experience when utilizing e-learning strategies?

3. What are the characteristics of exceptional e-learning courses?

Faculty cite reasons for resistance to technology adoption related to workload, lack of experience, accessibility, connectivity, and lack of institutional infrastructure (Chambers & Peacock, 2011). The authors found two terms prevalent in e-learning design, scaffolding and engagement reoccurring. Scaffolding is 1) identification of what the student can do, 2) establishment of shared goals, 3) provision of ongoing assessment of learning needs, 4) provision of individualized assistance, 5) reflection on activities and identification of what works well, and 6) inclusion of opportunities for internalization and generalization of the learning (Ginat, 2009). Engagement could include projects, simulations, and scenarios which require the student to think critically and act authentically (Schank, 2002).

A major finding was that Design was the reoccurring theme, the adherence to pedagogy and curriculum specifically designed for e-learning. Human connections such as social presence, timely feedback, and engagement strategies that promote positive student-faculty and student-student interactions were found to be important as well as faculty development.

In summary, "a learner-centered framework that honors human connection is, at the heart of a meaningful e-learning community. Through this connection, the student experiences the safety and support they need. The learning design must value and support diverse learners in highly accessible contexts (McCombs, 2004)."

Carter, L. M., Salyers, V., Myers, S., Hipfner, C., Hoffart, C., MacLean, C., White, K., Matus, T., Forssman, V., & Barrett, P. (2014). Qualitative Insights from a Canadian Multi-institutional Research Study: In Search of Meaningful E-learning. The Canadian Journal for the Scholarship of Teaching and Learning, 5 (1). http://dx.doi.org/10.5206/cjsotl-rcacea.2014.1.10