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- 1. Best Practices for Online Learning Martha Cunningham UMUC OMDE 610 Spring 2013
- 2. Online Collaborative Learning Framework Idea generation Idea organizion Intellectual convergence (Harasim, 2012)
- 3. Course Design Characteristics Place independent Time independent Group discourse Text based interaction Use of Internet resources (Harasim, 2012)
- 4. Course Structure Explicit schedules Clear objectives Includes rubrics Discussion forums Small class size Ongoing assessments (The Concord Consortium e-learning model for online courses, n.d.)
- 5. Teaching Strategies Frequent discussion submissions Using high quality materials Interaction between teacher and student Prompt feedback Inquiry Using standard language (LaPrade, Marks, Gilpatrick, Smith, & Beazley, 2011) (Harris, 2009)
- 6. Learning Activities Discussion forums Group projects Reflective exercises Interactive online resources such as simulations Using video and audio resources Creating presentations (LaPrade, Marks, Gilpatrick, Smith, & Beazley, 2011)
- 7. Summary “What improves learning is well-designed instruction. Online learning environments have many capabilities and the potential to widen options and opportunities available to teachers and learners. However, the key to changing conditions for improving learning is how these options and opportunities are utilized by teachers and learners.” (Harris, 2009, p. 183)
- 8. References The Concord Consortium e-learning model for online courses. (n.d.). Concord Consortium. Retrieved from http://concord.org/sites/default/files/pdf/e-learning-model.pdf Harasim, L. (2012). Learning theory and online technologies. New York: Routledge. Harris, S. (2009). Lessons from e-Learning: Transforming teaching. Proceedings Of The International Conference On E-Learning, 182-190. LaPrade, K., Marks, A., Gilpatrick, M., Smith, D., & Beazley, J. (2011). Walking through online classrooms: A study in best practices. Review Of Higher Education & Self-Learning, 3(9), 24- 30. Smith, L. M. (2006). Best practices in distance education. Distance Learning, 3(3), 59-66.
Editor's Notes
- FrameworkOnline Collaborative Learning or OCL is an ideal framework for a distance learning or online education program. It is a learning theory grounded in the belief that learning should be facilitated by the Internet and web technologies that are readily available today. It is based on social interactions, collaboration, and involves a lot of dynamic interaction often in a group based setting.In an online collaborative learning class students work together, discuss issues, and draw conclusions thereby advancing their own knowledge. The Instructor is a facilitator of learning rather than the source of learningOCL has Three phases for the learning process. Harasim defines them as idea generation, idea organization and intellectual convergence.Let’s start with Idea generation. It is a time when students will begin a learning journey. They bring divergent thinking within group or class about the topic; they brainstorming and express their own views & opinions. This builds the foundation for further learningNext is Idea organization. At this point the Discussion continues with students researching their positions and making arguments about their thinking. The group discusses concepts and the facilitator should begin to see some ideas becoming more prominent and others fading. The facilitator should also guide the discussion, moderate as needed, and provide assistance when asked. At this time the group should begin to coalesce around a few main themes. Finally Intellectual convergence – The group shares a common reflection of the shared knowledge at this time. The discussions have converged to a consensus with all participants involved in intellectual progress.
- Harasim identifies five critical components for online collaborative learning course design. They are (list). Theses are essential to enable the learning to occur.Place and time independence indicated that the learners can be anywhere and learn at any time. There is no prescribed meeting place or time.Group discourse is the basis for the collaboration. As a highly social learning theory, using OCL pedagogy demands interaction. This has to be an integral part of the design of an OCL program.Text based interaction is also essential as writing reveals a student’s thinking process; writing provides peer to peer interactions; and offers time for reflection on the student’s ideas. The act of writing takes more time and consideration. By its nature it is slower and more focused. Having text-based elements provide students the opportunity to consider what they are saying, their thought process, and their positions.Online resources – With wealth of online resources available, a teacher can bring the world to their students. Whether using simulations or connecting with experts in the field of study, students can interact with information online in a way that has been impossible in the past.
- Let’s move on now to what best practices would be for the structure of an OCL course. Having a structure consistent with the OCL theory will support student learning. Explicit schedules – sets expectations for students. They provide the guidance students need to know when they have to be present, the course schedule, and this allows them to plan for their participation. They also set the students expectations for the course plan, provide insight into how they will receive feedback and how they should interact with the instructor and the class.Along that same line, Clear objectives clarify the course expectations and learning plan. Students benefit from having a general sense of what to expect from their learning experience.Rubrics – give students the evaluation criteria for their learning products. Rubrics also give them control. For example, if a student is not able to perform at their customary level for whatever reason, they can look at the rubric and determine the level of effort necessary to achieve a grade with which they will be satisfied.We have already talked about the role of Discussion forums as an essential element. They will promote community and collaborative knowledge creationIn general the class size should be small with generally no more than 25 students. While we have seen MOOCs developed with thousands of students, there is no way an instructor can effectively manage this level of interaction. The teacher to student relationship is part of an OCL class thus requiring a low student to teacher ratio.Finally, Ongoing assessments – provides feedback to instructor about the progess of students and allows the instructor to intervene if a student is headed in the wrong direction.
- No discussion about best practices would be complete without considering successful teaching strategies. While in online collaborative learning the teacher is in a facilitating role, they have a significant impact on the overall success of the learning process.For example Frequent discussion submissions promote the three phases of learning discussed earlier. This also allows the instructor to follow the progress of the learning cycle.Second, High quality materials are necessary to keep students engaged and allow them to interact with content. With the numerous interactive textbooks available, a teacher should be able to find content that is attractive and enlightening.Interaction between teacher and student builds the learning relationship. Just as a classroom teacher needs to build rapport in a face-to-face situation, the online instructor needs to connect and interact with students to foster a good learning relationship.Next is Prompt feedback on everything. Students online need to know how they are doing in order to correct any missteps in their learning process.Inquiry as the next element means more than asking open ended questions. It also includes having prompts for discussion or taking an opposing view to start a conversation about the topic at hand.Finally Using standard language throughout the course sets a tone, reinforces the structure and expectations at the outset and maintains these for the duration of the course. Ultimately using standard language also decreases confusion by students.
- As we consider best practices across all aspect of a course based on online collaborative learning theory. We have to evaluate the types of learning activities that support this approach.We have already reviewed the importance of Discussion forums.Group projects also facilitate the collaborative learning process and provide an outlet for the social learning that can occurReflective exercises allow students to consider what they have learned and build upon that learning for continued growthInteractive online resources such as simulations, webquests, or interactive learning objects get students to go beyond your online classroom and into the broader world available to themUsing video and audio resources will support different learning styles and modalities, and add variety to the overall course presentationCreating presentations such as this one as an alternative way for students to demonstrate their learning.
- Finally I will leave you with this thought from Stephen Harris’ work:What improves learning is well-designed instruction. Online learning environments have many capabilities and the potential to widen options and opportunities available to teachers and learners. However, the key to changing conditions for improving learning is how these options and opportunities are utilized by teachers and learners.Online collaborative learning provides students a learning experience that they will encounter beyond a school’s learning program. In the world beyond school, students have to be able to discuss and defend a position. They have to understand how to interact socially online and build relationships with those they may never see. They have to know how to find experts and resources to help them accomplish a task.Online learning designed using the best practices of OCL is an ideal partnership of ideas to educate our students for the world they will move into.