The document serves as an assignment cover sheet for a Northcentral University course, focusing on the principles and philosophies of e-learning and challenges faced by educators. Students are tasked with drafting an essay that discusses the influence of traditional teaching practices on e-learning effectiveness, proposes solutions to overcome challenges, and outlines a method to present these findings to faculty. The assignment emphasizes the importance of original work, academic integrity, and the utilization of recent literature to support claims.

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NORTHCENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET
Student: Orlanda Haynes
THIS FORM MUST BE COMPLETELY FILLED IN
Follow these procedures: If requested by your instructor, please include an assignment cover
sheet. This will become the first page of your assignment. In addition, your assignment header
should include your last name, first initial, course code, dash, and assignment number. This
should be left justified, with the page number right justified. For example:
DoeJXXX0000-1 1
Save a copy of your assignments: You may need to re-submit an assignment at your
instructor’s request. Make sure you save your files in accessible location.
Academic integrity: All work submitted in each course must be your own original work. This
includes all assignments, exams, term papers, and other projects required by your instructor.
Knowingly submitting another person’s work as your own, without properly citing the source of
the work, is considered plagiarism. This will result in an unsatisfactory grade for the work
submitted or for the entire course. It may also result in academic dismissal from the University.
EL7001-8 Instructor: Dr. Alexandru Spatariu, Ph.D.
Introduction to E-Learning Assignment 1Week 1 Assignment:
Examine the Concepts of E-learning
Orlanda,
Very good introduction to various concepts
of e learning! You also supported claims
with recent literature references. If you
want to look up more current research on e
learning topics check out aace digital
library as well as aera free paper repository.
http://www.aera.net/Publications/Online-

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Paper-Repository
http://www.learntechlib.org/
Alex Spatariu 10 points 11/1/2016

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The purpose of this assignment is to introduce Ed.D students to principles and
philosophies of e-learning as well as challenges of educators working in the field. Students are
required to construct an essay of five to seven pages, not including the title and reference page
(minimum of 5, scholarly), that address the following questions: (1) Present your views
regarding how a lifetime of past teaching practices experienced in a traditional classroom setting
may influence the effectiveness of e-learning faculty. (2) Develop at least five ways to overcome
such challenges. And (3), Document how you would present your findings and recommendations
to faculty (Some editing are applied.).
Principles and Philosophies of E-Learning:
Challenges of Educators Working in the Field
Present Your Views: How a Lifetime of Teaching in a Traditional Classroom Setting May
Influence the Effectiveness of E-Learning Faculty.
Substantial research (Artino, 2015; Beery, Shell, Gillespie, & Werdman, 2013; Brown,
2016; Gaskell, & Mills, 2014; Otter, Seipel, Graeff, Alexander, Boraiko, Gray, & Sadler, 2013;
Terblanche, 2015) suggests that a significant divide exists between perceptions of distance
education learners and those of online faculties. A study conducted by Otter et al. (2013)
revealed, for example, (a) that faculty who had ten years of more traditional classroom
experience believed that online students must be capable of teaching themselves. (b) That their
roles in online classrooms are critical to students’ learning, and that their online schedules are
more extensive than their face-to-face ones are. (c) Therefore, they needed to allow more time
for teaching distant education courses. (d) Moreover, researchers found that faculty participants
did not use different teaching approaches. In that, they use traditional classroom teaching
methods for both—face-to-face and distant education. Although Terblanche (2015) study

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showed that” the roles of the educator change in a digital environment” (Abstract). He
concluded by asserting that “. . . There is a need for facilitators to undergo e-learning-related
training” (Abstract).
This inference coincides, in part, with some of the perceptions of the distant education
research participants (students) as far as online faculties’ roles and teaching effectiveness. That
is, they place little or zero value on the roles of online faculty. In fact, research (Otter et al.
2013; Terblanche, 2015) showed that their perceptions were that—online students are self-
taught. Therefore, teachers do not play central roles in students’ learning, and that courses with
extended time-frames do not translate to effective teaching styles. That the majority of faculties
who teach online courses are less qualified to teach than their brick-and-mortar counterparts, and
that, in essence, poorly trained instructors have a substantial presence in virtual classrooms
versus traditional ones. As research indicates, there is a sizable divide among some online
learners and faculty members.
Developat Least Five Ways to Overcome Such Challenges
Findings and results from studies such as Otter et al. (2013) and Terblanche (2015) are
inclusive in the body of literature that comprises best practice, which is used to update the
practice of education. Therefore, since their research showed that some distant education
colleges and universities are using curriculum structures that are more suited for face-to-face
learning than virtual formats, it would be an effective (1) first-step, which aligns with best
practice, to recommend that curriculum specifically designed for online learning platforms
replaces the traditional classroom curriculum. According to substantial research (Dilekli, &
Tezci, 2016; Fklides, 2014; Kenner & Weinerman, 2011; Kilday, Lee, & Mao, 2016), the
curriculum developed with metacognition principles and self-regulated strategies are more

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effective than those without. That a subject matter expert who teach the curriculum, or related
topics, should understand the frameworks of which those principles are derived, as well as feel
confident of his/her ability to teach courses that incorporate metacognition principles. As such,
the (2) second step would be to utilize the support services of professional learning communities
(PLCs), to train subject matter experts. Mundy, Howe, and Kupczynski (2015) found that PLCs
facilitate a sense of collegiality and empowerment which positively transforms teachers’
attitudes and perceptions about the practice of teaching and learning in general. Primarily
because of supportive and shared leadership, when combined with collaboration, create more
productive teaching and learning environments. Thus far, recommendations to address
challenges of educators working in the field appear logical and obtainable, but it is important to
choose a professional development (PD) program that addresses the specific need of the college
or university, which is the recommendation for the (3) third step. According to Mundy, Howe, &
Kupczynski (2015) and Mintzes, Marcum, Messerschmidt-Yates, & Mark (2013) research, PLCs
are one of three professional development models. They offer educators continuous professional
development through partnerships with colleges and universities; teachers can enroll in graduate
courses that are relevant to their career fields, as well as participate in collaborative educational
relationships with other education communities.
The primary objective is to acquire and update professional skills through the concept of
sharing knowledge within profession communities. In contrast, weekly in-service workshops are
implemented by school districts, individually. Training is usually done by a professional
consultant or expert through face-to-face meetings or online formats. The objective is to assist
educators with the process of transition from theory to classroom practice. Similarly,
demonstration lesson plans are developed by school districts, and implemented by designated

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experts, according to the needs of faculty. They are designed for interactive learning, whereas
teachers observe and critique classroom activities. These support services serve as continuous
education for subject matter experts. Because colleges and universities administrators could
implement any of the three PD models through face-to-face or online formats, the selection
process would usually depend on the faculties' needs. As this literature suggests, educators
should practice continuous education, primarily, because research is ongoing; this means that
discovery of new teaching and learning theories and concepts are constant as well. Therefore,
the recommendation for (4) step four is to participate in a PD program regularly, or at least
annually.
On the other hand, (5) step five could entail an adult needs and strengths assessment. A
process designed to understand problems and their extent, gather relevant information about the
target population, and to identify what gaps do or do not exist. The outcome, therefore, could
provide insights as to what needs the target population identifies as primary; if those needs lack
support by current programs and services; and if such needs align with the academic institution’s
mission. Departments’ heads could use the findings, for example, to guide teaching and learning
practice; to update policies, services, and guidelines, and to set priority timelines (Cafferella, &
Daffron, 2013).
Document How You Would Present Your Findings and Recommendations to Faculty
Research (Brock, Joglekar, & Cohen, 2012; Wanner, 2015) informs us that PowerPoint
presentations have facilitated learning and development in both formal and informal
academic settings for decades. They are particularly useful when the primary focus is to
exchange information rather than to build skills, to allow for diverse learning styles, to add
visual affects to presentations that would ordinarily be boring to some people, and to

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summarize and synthesize large volumes of information. This aspect of the assignment will
employ a PowerPoint presentation that adheres to best practice for the development of
PowerPoints.
In brief, this assignment provides research activities that introduce doctoral students to
principles and philosophies of e-learning, as well as highlight challenges of educators working in
the field. In keeping with inquiry-based curriculum structures, students are required to locate
research sources that are relevant to the assignment’s topics, and to draft an essay base on the
assignment headings: Present Your Views: How a Lifetime of Teaching in a Traditional
Classroom Setting May Influence the Effectiveness of E-Learning Faculty; Develop at Least
Five Ways to Overcome Such Challenges; and Document How You Would Present Your
Findings and Recommendations to Faculty. The essay’s content, therefore, is in compliance.

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References
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types of processes. International Journal of Progressive Education, 12(1), 73-89.
Artino, J. R. (2015). Online or face-to-face learning? Exploring the persona factors that predict
students’ choice of instructional format. The Internet and Higher Education, 13(Special
Issue on Web 2.0), 272-276. doi: 10.1016/j.iheduc.2010.07.005
Beery, T. A., Shell, D., Gillespie, G., & Werdman, E. (2013). The impact of learning space on
teaching behaviors. Nurse Education in Practice, 13,382-383. doi:
10.1016/j.nepr.2012.11.001
Brock, S, Joglekar, Y., & Cohen, E. (2012). Empowering PowerPoint: Slides and teaching
effectiveness. Interdisciplinary Journal of Information, Knowledge & Management, 685
Brown, M. G. (2016). Blended instructional practice: A review of the empirical literature on
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Higher Education, 311-10. doi: 10. 1016/j.iheduc.2016.05.001
Cafferella, R., & Daffron, S.R. (2013). Planning programs for adult learners: A practical guide.
San Francisco, CA: Jossey-Bass.
Dilekli, Y., & Tezci, E. (2016). The relationship among teachers classroom practice for teaching
thinking skills, teachers’ self-efficacy toward teaching thinking skills and teachers’
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10.1016/j.tsc.2016/06.001
Fklides, A. (2014). How does metacognition contribute to the regulation of learning? An
integrative approach. Psihologijske Teme, 23(1), 1-30.

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Gaskell, A., & Mills, R. (2014). The quality and reputation of open, distance and e-learning:
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Kenner, C., & Weinerman, J. (2011). Adult learning theory: Applications to non-traditional
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Wanner, T. (2015). Enhancing student engagement and active learning through just-in-time
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