This document discusses key attributes that create an effective online learning experience from the perspective of adult learners. It identifies that asynchronous learning environments allow learners to participate on their own schedule. It also discusses how technology participatory practices like games and simulations can engage learners and promote collaboration. Effective communication tools that facilitate interaction between instructors and students are also important. The document emphasizes the importance of staying relevant by embracing new technologies and updating course materials to meet current learning needs.

1. Staying Relevant
Learning Team A
E-Learning/AET 541
September 29, 2014
Dr. Mary Poe
(Elizabeth Andrews)

2. The Effective Online Course
From the perspective of the adult, online learner
there are a number of attributes that create an ideal
educational experience. This presentation will
discuss a number of these attributes, their
educational role and other related information.
(Elizabeth Andrews)

3. Asynchronous Learning
Environment
As many adult learners have hectic schedules filled with a variety of family,
work, and social obligations an asynchronous learning environment allows
them to fully participate in the course but on their own schedule
(Haythornthwaite, 2011, Chapter 12).
“Asynchronicity sets the stage for anywhere, anytime, and anyone
communication. It removes the necessity for all participants to be in the
same physical or online meeting place at the same time. It also serves
ubiquitous learning well since it can be managed on a just in-time and as-time-
is-available schedule: formal learners can choose when to dip into
and join online class discussions; lifelong learners can pick up new
information and skills as and when needed; and everyday learners can
search the web now for information on today’s activity” (Haythornthwaite,
2011, Chapter 12).
(Elizabeth Andrews)

4. Technology Participatory
Practices
Games, simulations, and social networking are examples of technology
participatory practices. They create an opportunity for creative teaching practices,
and “captures the interest and curiosity” of online learners (Haythornwaite &
Andrews, 2011).
Technology participatory practices enable learners to effectively communicate and
collaborate with classmates, and the instructor. It also encourages engagement and
active learning for the online learner
Technological participatory practices provide relevant use of materials to the
learner’s life experience, and enable learners to take control of their own learning,
by becoming engaged in open interaction with the use of simulations. In addition,
learners are self-directed and motivated
(Brockers-White)

5. Communication Tools
The effectiveness of an online course is dependent on the methods of
communication used to facilitate interaction between instructor to student,
student to instructor, and student to student.
There are various communication tools available for both synchronous and
asynchronous learning environments to increase presence, build
community, and promote learning.
“The more deliberate you can be about planning interactions and using the
appropriate communication tools for the interactions, the more you can
enhance the opportunities to build a learning community that will assist
learners in staying motivated and persisting and ultimately achieving the
learning outcomes of the course” (Stavredes, 2011).
(Robert Mandel)

6. Communication Tools
Stavredes, T. (2011). Effective Online Teaching: Foundations and Strategies for Student Success. Retrieved from The University of Phoenix eBook
Collection database. (p. 180)
(Robert Mandel)

7. Communication Tools
(Robert Mandel)

8. Discourse and Collaboration
According to Stavredes (2011), “through discourse, learners can discover
viewpoints different from their own; through this discovery learners may
learn to question their own conceptions and resolve conflicts between
opposing ideas (Chapter 12).
Stavredes (2011), goes on to state that “It is through collaboration between
learners that higher-order thinking skills can be developed, including
critical thinking, creative thinking, and problem solving (Chapter 12).
When discourse and collaboration are both utilized through classroom
discussions, participation threads, and group assignments a learning
experience that both enhances learners’ knowledge and problem solving
skills is created.
(Elizabeth Andrews)

9. Problem-Based Learning
Problem-based learning is student centered, and constructs and challenges prior
knowledge, content specific and encourages collaborative learning.
In addition, according to Stavredes, 2011 “problem- based learning incorporates active
learning and critical thinking skills” (Stavredes, 2011). Also, critical thinking in problem
based learning engages and builds a sense of community in order to solve real world
problems.
Content specifics is another aspect of problem-based learning, which teaches real world
issues by “presenting a real world challenge to learners”, to prepare them for what they may
encounter in the future (Gallow, 2014).
Moreover, problem-based learning enables learners to become actively engaged,
motivated, take responsibility for their learning and gives rise to reflection, and gives
learners the opportunity to interpret, synthesize and apply information.
(Brockers-
White)

10. Staying Relevant and Current
Technology is always changing and it is important to
look ahead at the benefits innovation will bring to
education.
Embracing new technologies will help keep the
learning experience relevant and current for both the
facilitator and students.
(Robert Mandel)

11. Staying Relevant and Current
When incorporating new technologies in the course it
is important to stay current with copyright laws that
protect intellectual property and define “fair use” for
education.
“Copyright is a critical legal issue in the online
learning environment that must be carefully
considered when using resources in an online
course” (Stavredes, 2011).
(Robert Mandel)

12. Staying Relevant and Current
Some of the resources used:
• Games
• Simulations
• Grammar and Plagiarism Checkers
• Presentation Programs
• Audio and Visual Tools
(Robert Mandel)

13. Ensuring a Long Shelf Life
Simulations in teaching and learning addresses the modalities of all online learners, and
actively engages and stimulate learners. Also learners are able to discuss and see their
responses, while “discovering the impact of multiple decisions at the same time” (Harvard
Business Publishing for Educators, 2014). Also, it encourages self-directed learning.
Teaching and learning with Web 2.0 tools involves individual learners and collaboration most
widely known as the “sociotechnical” strategies, which aids in building a community. In
addition, educational informatics applies to “digital technologies and techniques to the use and
communication of information in learning and education” (Haythornwaite & Andrews, 2011).
In addition, Web 2.0 tools are constructed with a sense of community, in which collaboration
and sharing resources. Web 2.0 tools aid learners into becoming active, and taking control of
their learning, while becoming responsible learners. Web 2.0 tools furnishes a more flexible
learning environment for online learners, and enables the instructor to become the facilitator.
(Brockers-White)

14. Ensuring a Long Shelf Life
Multimedia discussion forums support collaborative learning for the online learner. In addition,
web based threaded discussion forums such as Mind Bridges, supports embedded multimedia
content for discussion forums Multimedia discussion forums are interactive, and are part of a
“collaborative nature” ("Asynchronous Discussion Boards", 2014).Multimedia discussion
forums enable online learners to exchange images, audio, and video files. Multimedia discussion
forums actively engages the online learner, by having the online learner watch a multimedia
clip or image and respond.
Personal bios and introductions builds communication between the instructor and online
learner. In addition, they provide an opportunity to learn about the learner and instructor
professionally and personally. Moreover, personal bios and introduction build a relationship
of trust between instructor and online learner, and set the scene and tone for the online
classroom.
(Brockers-
White)

15. Strategies to Stay Relevant
Stay current with new methods for learning as technology
progresses.
Conduct periodic assessments of course materials and update
learning objectives to meet current learning needs.
Develop learning activities based on real-world problems and
cases so students can identify more deeply with the topic.
Create a strong sense of community in the classroom.
(Robert Mandel)

16. Rubric
Feedback is a key element in an online course and is
used as a measure for assessing learner progress and
identifies areas needing attention for improving learning
performance.
One method used to provide feedback in an online course
is a simple grading Rubric.
The following is a Rubric designed for measuring this
presentation.
(Robert Mandel)

17. Rubric
(Robert Mandel)

18. Conclusion
• Every learner has individual needs, but there are
common components that every online learner wants
and/or benefits from. This presentation delivered a
number of these components along with supporting
ideas, explanations, and examples to help others
create a relevant and effective online course.

19. References
Gallow, Dr. D. (2014). Problem-Based Learning Faculty Institute. Retrieved from
http://www.pbl.uci.edu/whatispbl.html
Harvard Business Publishing for Educators. (2014). Teaching with Simulations. Retrieved from
http://hbsp.harvard.edu/list/simulations-feature
Haythornthwaite, C. (2011). E-learning theory and practice. Retrieved from The University of
Phoenix eBook Collection database.
Stavredes, T. (2011). Effective online teaching: Foundations and strategies for student
success. San Francisco, CA: Jossey-Bass.