SESSION 4: PROJECT LITERATURE REVIEW

                                             

THEME: ESSENTIAL COMPONENTS FOR EFFECTIVE eLEARNING DELIVERY.

As discussed in the blackboard, am planning to create a self-study training manual about eLearning delivery. Topics to be covered include:

1. Representing information to online learners.

2. Facilitating interactions in eLearning setting.

3. Tools to use in eLearning – to help in effective communication.

4. Best practices in eLearning.

While reading these articles, I realized a lot of information has been presented about how instructors can effectively deliver online courses. These include eLearning interactions, best practices in online learning, synchronous and asynchronous communication, online tools e.t.c. A survey that was conducted by MDR's EdNET Insight identified three unique requirements of an online teacher/instructor (my last annotation) which can be achieved through training. This is what prompted me to draft the above topics to be covered in my training manual.

A. BIBLIOGRAPHY OF 10 ARTICLES.

Baran, E. , & Correia, A. (2014). A professional development framework for online teaching. TechTrends, 58(5), 95-101. doi: 10.1080/01587919.2013.835771.

Chou, C. , & Pi, S. (2015). The effectiveness of facebook groups for e-learning. International Journal of Information and Education Technology, 5(7), 477-482. doi: 10.7763/IJIET.2015.V5.553.

Hirumi, A. (2013). Three levels of planned elearning interactions: A framework for grounding research and the design of elearning programs. Quarterly Review of Distance Education, 14(1), 1. 

Huang, X. , & Hsiao, E. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1), 15-30.

Kaur, M. (2013). Blended learning - its challenges and future. Procedia - Social and Behavioral Sciences, 93, 612-617. doi: 10.1016/j.sbspro.2013.09.248.

Keengwe, J. , Onchwari, G. , & Agamba, J. (2014). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies, 19(4), 887-898. doi: 10.1007/s10639-013-9260-1.

K12 inc. educators survey highlights reporting, teacher availability and training, and engaging curriculum as key individualized online learning best practices. (2012). Education Letter, 69.

Omar, A. , Kalulu, D. , & Alijani, G. (2011). Management of innovative e-learning environments. Academy of Educational Leadership Journal, 15(3), 37-64.

York, C. , & Richardson, J. (2012). Interpersonal interaction in online learning: Experienced online instructors' perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98.

Yuan, J. , & Kim, C. (2014). Guidelines for facilitating the development of learning communities in online courses. Journal of Computer Assisted Learning, 30(3), 220-232. doi: 10.1111/jcal.12042.

Others which I found useful include:

Abel, R. (2005). Implementing best practices in online learning. EDUCAUSE Quarterly, 28(3), 75-77.

Branon, R.F., & Essex, C. (2001). Synchronous and Asynchronous Communication tools in Distance Education. Tech Trends, 36-42.

Jackson, K. , & Simon, D. (2013). Traditional versus online instruction: Faculty resources impact strategies for course delivery. Business Education & Accreditation, 5(1), 107-116.

Jacobs, P. (2013). The challenges of online courses for the instructor. Research in Higher Education Journal, 21, 1.

Lee, J. (2001). Instructional support for distance education and faculty motivation, commitment, satisfaction. British Journal of Educational Technology, 32(2), 153-160.

Sun, P. , Tsai, R. , Finger, G. , Chen, Y. , & Yeh, D. (2008). What drives a successful e-learning? An empirical investigation of the critical factors influencing learner satisfaction. Computers & Education, 50(4), 1183-1202.

B. ANNOTATED BIBLIOGRAPHY.

Citation:

Huang, X. , & Hsiao, E. (2012). Synchronous and asynchronous communication in an online environment: Faculty experiences and perceptions. Quarterly Review of Distance Education, 13(1), 15-30.

Summary:

This study examined online instructors' experiences and perceptions of online teaching and their communication with students in an online environment, so as to provide insights and guidance for distance education. It focused on the questions regarding:

1. Instructors' general experiences and perceptions of online teaching and communication.
2. Instructors' likes and dislikes about online synchronous and asynchronous communication.
3. Factors affecting instructors' adoption of synchronous communication mode.
4. Strategies that instructors used to facilitate online communication.
5. Instructors' perceptions of the impact of different communication mode on learning.
6. Difficulties instructors have encountered for online teaching and communication.

Three levels of criteria were used to identify the potential participants, i.e. teaching at least one fully online class at the university level; those who adopted both modes of communication for online delivery of instruction or relied solely on asynchronous and lastly instructors representing as many subject matter areas as possible. An in-depth semi-structured one-on-one interviews were the primary data collection tools.

The study found out participants’ overall perceptions of online teaching to be convenient, fun, heavier work-load and sometimes miscommunication could happen. Asynchronous communication tools adopted by the participants included discussion board, announcement, other text-based communication forms and e-mails being predominant though it can be overwhelming, while synchronous tools included chat and web conferencing tools.

Participants revealed that asynchronous communication provides an equal opportunity for participation, higher quality discussions, offer richer reflections, lack of instructor-student connection, and it is time-consuming. On the other hand, two-way web conferencing provides instructor-student connection, bring people closer and reduces communication barrier. This study found that in synchronous communication not everyone can participate and text-based chat is not much helpful. Strategies for facilitating online communication found to have worked include providing clear guidelines/rubrics/model examples for online discussions and monitoring student discussions regularly. The authors conclude by identifying how the two methods can be used to overcome the challenges mentioned during the interviews.

Review:

This is an article that has captured more information about asynchronous and synchronous online communication and tools that support each one of them to facilitate online learning. The methodology section fully explains how the study was conducted and the way participants were selected is a good representation of the population. The authors have supported their arguments based on interview results they received from participants. The findings reveals that asynchronous web-based online instruction is the most adopted delivery method for distance education. This is because it fosters in-depth learning and critical thinking.

 I agree with these results because so far being an online learner, most of my learning fully relies on the internet and tools like discussion board, emails and website URLs. However, synchronous communication was found to have positive impact on improved brainstorming and group decision-making skills as compared to asynchronous communication. It is an informative article, worth reading about the two types of online communication. The following table gives a clear difference about the two:

Citation:

Keengwe, J. , Onchwari, G. , & Agamba, J. (2014). Promoting effective e-learning practices through the constructivist pedagogy. Education and Information Technologies, 19(4), 887-898.

Summary:

This article examines how the theory of constructivism supports e-Learning and the design of e-learning activities using constructivist principles. A broader view of eLearning and why it is gaining popularity in the 21^st century has been discussed into four interrelated categories. These include definition of the term constructivism as a pedagogical theory; how a constructivist approach enhances effective e-learning practices; use of e-learning to teach foreign language students and e-learning activities for selected grades. The authors have identified leaner-centered design and effective e-learning environments to be guidelines for effective e-learning practices. These can be achieved by training teachers/faculty to facilitate proper design and effectiveness of e-Learning so that the content is presented in a compelling way.

They conclude by providing the following suggestions on the use of technology in learning:

1.    Focusing on use of computer for students to benefit the most.

2.    Using computers to align standards, curriculum and tests.

3.    Using computers for assessment as much as possible.

4.    Teaching students to use computer tools.

Review:

This articles provides important information about constructivist approach to effective eLearning delivery by citing what others have found out. The following suggestions have been provided about how this can be achieved: using problem-oriented learning activities relevant to student interests; encouraging active, not passive learning; providing learning environments that use a wide variety of learning resources; encouraging creativity; encouraging collaborative and cooperative group work; emphasizing the process of problem solving, decision making, and evaluation skills; and using authentic assessment methods along with quantitative methods.

Incorporating the above into online learning will help students to be actively involved in learning hence improve their thinking skills. It is also a good way to build community because students will engage in dialogue with other students. However, information about E-learning activities for selected grades does not clearly explain how effective delivery of content can be achieved. Various technology tools appropriate for children need be identified; explanation about constructive and creative learning was not captured. I think more information is required about eLearning activities for children. I found this article to have addressed current issues in eLearning and I would recommend one to read it to get more ideas about eLearning delivery in view of constructivist approach.

Citation:

York, C. , & Richardson, J. (2012). Interpersonal interaction in online learning: Experienced online instructors' perceptions of influencing factors. Journal of Asynchronous Learning Networks, 16(4), 83-98.

Summary:

This study is about interpersonal interaction in online learning i.e. (student-student & student-instructor). Perceptions of six experienced online instructors have been examined to determine factors they believe increase interaction among their students and between the students and instructor of online courses. Potential participants were selected using purposeful sampling technique. Criteria used included at least five years of experience teaching online, currently active in the field of online learning, and considered experienced online instructors by their peers.

Findings shows that course structure factors, feedback factors, and facilitating discourse factors have an impact on interpersonal interaction in online courses. These has also been compared with what the literature presents along with what other researchers have found out. In conclusion, the authors recommend a further study to identify factors used to increase interaction deemed most important.

Review:

Citing what others have researched, this article reveals that online courses that lack substantive and meaningful interaction contribute to a sense of isolation, unsatisfying learning experiences and high dropout rates. The authors have identified strategies that can be used by novice and experienced online instructors alike to impact interpersonal interaction in online courses. These strategies include group work, course environment, model use, community, discussion question type and assessment, feedback type and medium, immediacy behaviors, discourse guidelines, and instructor participation.

I found the discussion about different ways participants carry out online delivery and what they have found out to be working with online students to be well presented. Ideas like course presentation, using appropriate media to provide feedback and how to communicate are key issues that affect interpersonal interaction in an online environment. I will recommend one to read this article to learn more about interpersonal interaction in online courses.

Citation:

Hirumi, A. (2013). Three levels of planned elearning interactions: A framework for grounding research and the design of elearning programs. Quarterly Review of Distance Education, 14(1), 1.

Summary:

This article describes continuing advancements of a framework for grounding research and the design of eLearning interactions. It reveals that advances in technology offer a vast array of opportunities for facilitating eLearning. However, difficulties may arise if eLearning research and design, including the use of emerging technologies, are based primarily on past practices, fads, or political agendas.

The methodology used identifies using behavioral and cognitive instructional strategies as well as applying the theories to facilitate eLearning. The author recommends educators to use frameworks to organize and apply knowledge as they integrate emerging technologies to facilitate eLearning. This framework can be a good starting point.

The article describes refinements made to a framework for designing and sequencing eLearning interactions, three primary levels of interactions that distinguish the framework and illustrates the relationship between learning theories, instructional strategies, and learner interactions with human and nonhuman resources. The author suggests the following while using the framework:

1. Educators and educational researchers should select an instructional strategy based on their values and beliefs about how and why people learn.

2. The selected strategy should then guide the design and sequencing of eLearning interactions.

Effectiveness of the proposed framework has been demonstrated practically.

Review:

This is an informative article that outlines various eLearning levels of interactions that can be used by educators to facilitate eLearning effectively. The three levels have been explained in detailed by further identifying learner human and learner non-human interactions that facilitate learning. This gives a clear understanding of how learner-interactions in eLearning take place. Student-content interaction has been noted to have a greater contribution to higher levels of student achievement and improved attitudes.

Embracing these interactions will help to minimize the idea of just delivering content and teaching to the test. I think educators will have a clear strategy to follow. The learner being the center for instruction educators need to support Internal Learner-Self Interactions as identified. These are issues revolving within the learner which also have an impact on how the learner performs. The author has identified area for further research so as to provide empirical evidence for its utility and to reduce the gap between rhetoric and practice in K-12 distance education.

Citation:

K12 inc. educators survey highlights reporting, teacher availability and training, and engaging curriculum as key individualized online learning best practices. (2012). Education Letter, 69.

Summary:

This is a survey that was conducted by MDR's EdNET Insight. Superintendents, assistant superintendents, curriculum directors, principals and special education directors who have experience implementing online learning were asked to identify and rank several key success factors and best practices.

More than 220 leaders responded, majority of them have experience implementing online programs for credit recovery, experience offering online courses and full-time online programs.

Results show that the following four factors cited as "extremely important" are critical to implementing successful online learning programs in K–12 schools and districts:

1.  Progress monitoring tools to gauge a student's understanding of lessons, monitor performance and determine if intervention is needed.

2. Availability of teachers to assist struggling students.

3. Instructors who are well trained in delivering online courses.

4. Offering rigorous and engaging curriculum to provide different methods of delivering content.

Review:

By reading the main goal of the survey, the survey respondents and the results of the survey, I presume useful information about what is expected of online teachers was presented. Not all information has been presented because this article cannot be accessed not unless you register, have to belong to a specific school district and have a role. I think such useful information should be easily accessed by those interested to help them learn what others have found out in the field. Putting some restrictions is a limitation in the academia.