Creating an Online Course Based on Elearning 2.0 Concepts


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A presentation delivered at the 2011 TxDLA 14th Conference in San Antonio, April 21, 2011.

Published in: Education, Technology

Creating an Online Course Based on Elearning 2.0 Concepts

  1. 1. Creating an Online CourseBased on E-Learning 20 Concepts Steve C. Yuen, Ph.D. Professor The University of Southern Mississippi 2011 TxDLA 14th Annual Conference San Antonio, Texas April 21, 2011
  2. 2. E-Learning 1.0• The early promise of e-learning has not been fully realized … (OHara, 2006; Downs, 2005)• Learning content is provided by courseware authors, structured into courses by learning management system (LMS), and consumed by students• Employ the use of LMS that is often cumbersome and expensive – and which tends to be structured around courses, timetables, and testing• Often driven by needs of the institution rather than the individual learner• Traditional e-learning is not flexible and is not integrated with the Web
  3. 3. E-Learning 2.0• Take a “small pieces, loosely joined” approach that combines the use of discrete but complementary Web 2.0 tools to support the creation of ad-hoc learning communities• Socially based software: collaborative, iterative, inclusive (discussion) = knowledge building & sharing• Include: blogs, Wikis, podcasts, social tagging and forums
  4. 4. E-Learning 2.0• Allow learners to create content and to collaborate with peers to form a learning network with distribution of content creation and responsibilities• Allow learner to easily access content through search, aggregation, and tagging• Capitalize on many sources of content aggregated together into learning experiences and utilize various tools including online references, courseware, knowledge management, collaboration and search
  5. 5. E-Learning 2.0Is essentially about:• Social/Collaborative/Network learning environments• User-generated content• Aggregating (RSS) & tagging• Knowledge sharing• Personal learning environments• Collective intelligence (Wisdom of the Crowds)• Using a network of diverse technologies• Creativity and innovation Said Alsagoff (2009) E-LearningTalk.
  6. 6. Learning Tools for E-Learning 2.0• Mostly free • Content authoring• Wikis • Social bookmarking• Blogs • Social learning• Learning Activity networks Management System • Personal learning• Virtual classrooms spaces• Podcasts • Virtual social worlds• RSS • Open learning content• Mash-ups
  7. 7. E-Learning 2.0 Instructional Approach• Personal learning environments• Focus on constructive activities• Learning = generating content + communicating with people• The future of LMS Kerrey, M. Web 2.0 and its implications for learning in higher education.
  8. 8. E-Learning 2.0 Course Design• Online course with traditional Web site components• Private social networking site for the course• Class blog and students’ blogfolios• Online forums• Podcast channel• Social bookmarking• Wiki• YouTube videos
  9. 9. BlogPodcasts Forum Discussions Tweets YouTube Videos
  10. 10. PhotosStudentsBlogfolios Class Diigo Blog Bookmarks
  11. 11. Chat
  12. 12. Research Questions• How could the researcher design, develop, and teach an online course based on e- learning 2.0 concepts?• How did students feel regarding the online course based on e-learning 2.0 concepts?• Which Web 2.0 tools were considered useful by students in their online course?
  13. 13. Research Questions• What were the effects of teaching an online course based on e-learning 2.0 concepts on the sense of community among learners?• What were students’ perceptions on interaction (overall interaction, student-to- instructor interaction, and student-to- student interaction) in an online course based on e-learning 2.0 concepts?
  14. 14. Methods• Designed, developed, and taught 2 graduate online courses based on e-learning 2.0 concepts in summer 2010• Students in the 2 online courses were invited to participate in the study• A quantitative approach (an online questionnaire) was used to assess students’ feedback regarding their opinions and effectiveness of the online courses
  15. 15. Instrument• The online questionnaire consisted of 4 parts – Part A includes 7 demographic items – Part B contains 12 five-point Likert scale items and 4 multiple selection items to examine students’ opinions and experience regarding e- learning 2.0 instructional approach – Part C consists of a 20 item Classroom Community Scale developed by Rovai (2002) – Part D includes 14 Interaction items developed by Sherry, Fulford, & Zhang (1998)
  16. 16. Reliability and Validity• Content validity – A jury of experts to determine the appropriateness and content validity of the Part A and Part B – Comments and feedback were used to refine Part A and Part B of the questionnaire• Reliability – A reliability test was conducted for the 12 items of Part B – Cronbach’s coefficient α was 0.98 indicating excellent reliability.
  17. 17. ParticipantDemographics
  18. 18. Students Opinions onE-Learning 2.0 Courses
  19. 19. Students Opinions onE-Learning 2.0 Courses
  20. 20. Usefulness of Web 2.0 Tools
  21. 21. Preferences in Taking Online Courses
  22. 22. Mean = 4.6 Standard Deviation = 0.5
  23. 23. Overall Experience on the E-learning 2.0 CourseMean = 4.6 Standard Deviation = 0.3
  24. 24. Connectedness Subscale of Classroom Community
  25. 25. Learning Subscale ofClassroom Community
  26. 26. Perception of Learner-to- Instructor Interaction
  27. 27. Perception of Learner-to- Learner Interaction
  28. 28. Perception ofOverall Interaction
  29. 29. Conclusion• Students indicated positive experience about e-learning 2.0 instructional approach in both courses.• Most students indicated the Web 2.0 tools used in their online course were either useful or very useful. The top 5 most useful Web 2.0 tools were: class social network, social videos, blogfolio, podcasts, and online photos.• Most students indicated positive and favorable feelings of their cohesion, community spirit, trust, and interdependence from both courses.• Most students indicated positive and favorable feelings of community members regarding the degree to which they shared their learning experiences by interacting with other members in both courses.
  30. 30. Conclusion• Students had very positive and favorable feelings toward overall interaction, learner-to-instructor interaction, and learner-to-learner interaction.• Participants of this case study were selected by the way of convenience sampling because the research was the instructor of the online courses, caution in generalizing to other populations.• More online or hybrid courses based on e- learning 2.0 concepts should be designed and field tested.
  31. 31. The End Questions or Comments? This presentation is available at: Follow Steve Yuen at: My Blog - http://blog.yuen.usMy Tweets -