Researchers need to be as transparent and explicit as possible when researching online learning. The ability to replicate findings is a key step to improving research on online learning. However, the lack of precision and agreement in the language we use to talk and think about online learning makes this very difficult. Given this problem, the focus of this presentation is to present a typology of basic terms describing online learning, and to suggest a way for moving forward on this agenda. Patrick R. Lowenthal Brent G. Wilson Patrick Parrish

1. Context MattersA Description and Typology of the Online Learning Landscape Patrick R. Lowenthal| patrick.lowenthal@ucdenver.edu Brent G. Wilson | brent.wilson@ucdenver.edu Patrick Parrish| pparrish@comet.ucar.edu

2. The Importanceof Context Context plays an important role in education. Front-end analysis Situated learning theories Qualitative and mixed methods of research But with online learning, we tend to talk about it as if it is a single entity.

3. Taken Out of Context Itconfounds research resultsrelated to online learning It confuses practitionersby glossing over key differences in practice. It influences how faculty and instructional designers designonline courses.

4. Popular Classification Systems Synchronous vs. Asynchronous Instructor Led vs. Learner Led

5. Other Classification Systems Harasim (2000, 2006) iNACOL (2009)

6. Characteristics of Online Learning

7. Initial Typology of Online Learning click on the image for a larger version

8. Come Chat with Us Friday 10/30/09Timeblock: 1:00 PM-2:00:00 PMLocation: Coe