EDUC 8842 Module 4

The graphic organizer features tools and strategies that facilitate the structuring of online learning environments and experiences through content knowledge building, communication, and authentic, problem-based tasks. Although traditional lectures are important to fostering student exploration of additional content, the instructor is no longer the sole knowledge source, with learners now having “greater access to information, experts, and peer learners” (Siemens, 2008, p. 19). Similarly, Anderson (2008) suggested that instructors should not rely solely on “text based lectures” for content delivery and should customize and adjust it to accommodate individual student needs (p. 346). Moreover, instructors and students should take advantage of the Web’ affordances for content delivery, repository and capabilities, such as open access journals, Google Scholar and Scopus (Siemens, 2008), cloud computing (Moller, Robison, & Huett, in press), share space sites, digital libraries, personal learning networks (Siemens, 2007, 2008).

According to Moller (1998), an intellectual support community that facilitates learner-centered communication can “increase peer interaction and learning effectiveness” through active engagement, meaningful learning opportunities, increased cognitive development, through brainstorming and collaborative activities, as well as through emotional support directed at “intellectual risk-taking behaviors” and growth (p. 120). Through a community of inquiry (Anderson, 2008), a supportive environment takes shape, with their peers and the instructor communicating synchronously and through asynchronous interactions. Thus, communication tools support student interactivity and enhance individual performance and satisfaction (Durrington, Berryhill, & Swafford, 2006). These tools enable communities to interact across geography, hours of the day and time zones. Modern communication and collaboration tools include email, skype, instant messaging, blogs, and wikis. Instant messaging is a form of real-time communication between two or more people based on typed text and differs from email in that conversations happen in real-time. Skype allows for audio and video conferencing as the learning community collaborates. Similarly, discussion boards enable written discussions in asynchronous mode and allow members of a learning community to participate and sustain conversations without meeting physically.   

Collaboration, when integrated within the learning process, is one of the most effective teaching/learning strategies based on learning theories and a wide range of research backgrounds (Moller, Robison, & Huett, in press). Online instructors may implement different strategies for individual or collaborative acquisition of knowledge. Durrington, Berryhill, and Swafford (2006) recommended the use of student moderated discussions as a strategy to increase student collaboration. Problem Based Learning is another effective strategy to encourage learners’ collaboration.  An advantage of online learning environments over face to face classrooms is the many additional teaching tools available. Instructors may many of these tools as an aid to collaboration with the benefits collaborative learning brings. Using collaboration tools such as blogs, wikis, Google Groups and Docs, allows students to collaborate and share their works with peers.

 References

Anderson, T. (2008). Teaching in an online learning context. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 343–365). Edmonton, AB: Athabasca University Press.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

Moller, L. (1998). Designing communities of learners for asynchronous distance education. Educational Technology Research and Development, 46(4), 115-122.

Moller, L., Robison, D., & Huett, J. (in press). Unconstrained learning: Principles for the next generation of distance education. In Moller, L., & Huett, J. (Eds.). The next generation of distance education: Unconstrained learning. New York, NY: Springer Press.

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Siemens, G. (2007). Networks, ecologies, and curatorial teaching. Retrieved http://www.connectivism.ca/blog/2007/08/networks_ecologies_and_curator.html