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Week2 islearningdifferentfinal


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  • 1. Is Learning Different? Online, Blended and Face to Face
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  • 4. Good Teaching Practice • Teaching students not content Ambrose, 2010 • Motivation • Developing community • Fostering respect • Class tone • Timely, appropriate feedback • Interaction
  • 5. Good Teaching Practice Match • the method to the content • the expectation to the developmental level • the assessment to the outcome
  • 6. Focus – BC Asynchronous Senior Level DL Courses – What is, not what should be• Most DL schools in BC currently offer continuous enrolment in upper level courses resulting in asynchronous student participation.• This results in courses “reminiscent of the old model of correspondence education” Lemieux, 2012• Some courses that are much like the old textbook method— read this and answer these questions—discourage an active interest”BCTF
  • 7. Online (Asynchronous)• Requires more self-motivation, self- direction and time management Héctor Álvarez-Trujillo, 2008• Disproportionately high drop out rate Bishop, 2002; Spitzer, 2001• Higher levels of dissatisfaction Shermis, Mzumara, Olson & Harrington, 2001
  • 8. Asynchronous Online Learner Experience is Different• Learning online requires considerably more self- motivation, self-direction and time managementÁlvarez-Trujillo, 2008• Online learning has a disproportionately high student dropout rateBishop, 2002; Spitzer, 2001• Online learners have higher levels of dissatisfactionShermis, Mzumara, Olson, & Harrington, 2001
  • 9. Why? • Teachers engaged in DL report that “collaboration and group work was difficult to manage in an asynchronous environment where finding a group students who were at similar points in the course was “near-miraculous.” Lemieux
  • 10. Constructivist Theory Group work “should be encouragedto facilitate constructivist learning” Hooper & Hannafin, 1991; Johnson &Johnson, 1996; Palloff & Pratt, 1999A learning community both support andchallenge each other, leading to effectiveand relevant knowledge construction Wilson, 1997Ally, Theory and Practice of OnlineLearning
  • 11. Online(Asynchronous) • Interaction is critical to creating a sense of presence and a sense of promote transformational learning Murphy & Cifuentes, 2001 The lack of community can cause DL students to feel isolated, which can lead to frustration
  • 12. The Importance of InteractionIn asynchronous onlinecourses, the “interpersonalcamaraderie [is lacking]that increases studentmotivation to learnSapp, Simon, 2005Student sense of belongingand community isdiminished
  • 13. Collaborative learning illustrates potential gains in cognitive learning tasks, increased completion rates and acquisition of critical social skills Kirby & Boak, 1987Without collaboration, online students can feel isolated and frustrated. Consequently, they discontinue or are “dropped” due to inactivity.
  • 14. Asynchronous Online• absence of body language cues problematicRussell, 2001• Without the visual or auditory anchors, many students...become disorientedSpitzer, 2001
  • 15. Benefits of Interaction are Clear• Constructivist and connectivist theorists stress the value of peer-to-peer interaction in investigating and developing multiple perspectivesAnderson 57• Collaborative learning illustrates potential gains in cognitive learning tasks...increas[es] completion rates and acquisition of critical social skillsKirby & Boak, 1987• Peer interaction is critical to the development of communities of learningRumble, 1999; Wegner, McDermott, &Snyder, 2002
  • 16. How Does This Affect Learning for the DL Student?• Students currently engaged in asynchronous online courses often feel isolated.• The lack of community, collaboration and stimulating content often result in lower level learning, boredom and frustration.• The lack of meaningful student-student engagement means that students do not develop multiple perspectives.
  • 17. Face to Face StudentsFeel a sense ofcommunity andexperience a highlevel of support. Thisleads toengaged, activelearning.Increased socialization creates a cohesive and supportivelearning environmentRussell, 2001
  • 18. Discussions ... [are] more authentic because participants … talk to each other in real time, see their facial expressions and clarify matters immediatelyKing, 2001; Yu, 2002
  • 19. Blended Learning— Best of Both Worlds • Communities of learning • Co-creation of learning • Multiple, diverse opportunities for interaction
  • 20. Thank you!What questions/comments do you have for us?
  • 21. ReferencesÁlvarez-Trujillo, Hector. "Benefits and Challenges for the Online Learner." N.p., n.d. Web. 14 Nov. 2012.Ambrose, S. M. (2010). How Learning Works 7 Research-Based Principles for Smart Teaching. San Francisco: Jossey-Bass.Anderson, T. (Ed.). (2008). The Theory and Practice of Online Learning. Edmonton, Alberta, Canada: AU Press.Bates, T. (2010, July 20). Comparing apples with oranges: online vs face-to-face learning in community colleges. Retrieved November 15, 2012, from Online Learning and Distance Education Resources: Online Learning and Distance Education ResourcesBC Ministry of Education. (2012, September). Learning Empowered by Technology. Retrieved November 15, 2012, from BCs Education Plan:, A. E. (2006, May). Participation in class and in online discussions: Gender differences. Computers and Education. Raanana, Israel. Retrieved November 2012, from North. (2012). A New Pedagogy is Emerging. Retrieved November 16, 2012, from Ontario Online Learning Portal for Faculty and Instructors:, C. N. (n.d.). Distance Education. Retrieved 2012, from McIsaac-distance-ed.pdfHawkey, Colleen, Ph.D, and Larry Kuehn, Ed.D. "BCTF Research Report." BCTF Research Department, Sept. 2007. Web. 14 Nov. 2012. <>.Lemieux, Kimberly J. "The Experience of Teachers in Distributed Learning Environments: Implications for Teaching." ROYAL ROADS UNIVERSITY, June 2012. Web. 14 Nov. 2012. <>.Wang, Qiyun, and Huay Lit Woo. "Comparing Asynchronous Online Discussions and." British Journal of Educational Technology 38.2 (2007): 272-86. Web. 14 Nov. 2012.