Does e-learning require a new theory of learning?

My initial answer to the question above was probably no, probably based on my limited knowledge of Learning Theory. I thought constructivist theory had all the learning that occurs in a school context pretty much covered and if not cognitive theory applied. I figured eLearning was just social constructivist theory with ICT thrown in to support pedagogy. After further reading my answer now is probably, but not a definite yes. My opinion however, I expect, may change again with the more I learn!

In his paper Does e-learning require a new theory of learning? Andrews (2011) suggests, "that learning and technology are reciprocal and coevolutionary" and that learning is not just enhanced by technology. He goes on to discuss the ideas of Keegan (1993), Moore (1997) and Jewitt (2008) with mention of distance learning, transactional distance and learning from a multimodal perspective, respectively. Andrews believes learning is a transformational personal and social/political act with transformation a key characteristic of e-learning. He adds that learning is an effect of community, e-learning practices are distinctly different from real world practices and that the learner must be self motivated as he/she is often in a more isolated position.

Andrews goes on to examine four bodies of theory that may inform an understanding of e-learning - Social Informatics, Communication (multimodal), Digital Media and Conventional Learning Theory.
From these he (and Haythornthwaite, 2007), asserts that e-learning is, "inextricably a social act", not just a socio-technical activity. The contemporary learner's "network of learning" is important to consider as this is a new system of social relationships. Andrews points out that digital formatted text is more malleable therefore the position of the learner is changed in relation to the content, e-community relations are different to "real world" but they are interconnected and the "digital divide" in access all need to be considered if an e-learning theory is to be developed. With all this in mind Andrews believes there is significant difference between e-learning and conventional learning to warrant the development of an e-learning theory. I think his points are valid argument in support of continued pursuit of a new theory.

Transactional Distance Theory Images

There are two images located through a Google Image search that best represents my understanding of Transactional Distance Theory. The first is a 3D Model of Transactional Distance.

I have chosen this image because this model of learning supports the intention to move students away from dialogue or towards more individualized structure to allow them to increase their autonomy. I think the further from the origin the more learner centred the learning. In my library teaching context this is relevant because much of what I teach is about guiding students to become more autonomous learners. To question where to get answers not just what is the answer. This Theory implies the need to guide students in how to set up their own learning networks.
I also like the colourful image of two people that shows the social complexity of learning from others.

In the classroom students enjoy learning with and from friends. Most are generally comfortable with this kind of learning. In my role as an online teacher this image implies the need to reduce transactional distance so my students feel comfortable. As you can see in the image there are computers and content above the people but the two learners are central and facing each other, socially equal online with learning going to and from both. Each has something to bring to the learning episode.

The Reflective Synopsis: My learning to date…

The Reflective Synopsis: My learning to date…

"We complain that learners want to be spoon-fed, but then we won't let them hold the spoon." Jane Bozarth

“The most important principle for designing lively eLearning is to see eLearning design not as information design but as designing an experience.” Cathy Moore

“eLearning doesn't just "happen"! It requires careful planning and implementation”. Anonymous

The three quotes (Shift Disruptive Learning site, 2013,) and the sign above, sum up my current thoughts on eLearning. But what is eLearning I wondered eight weeks ago?  As a teacher and librarian (trained separately for each role) two orientations of an eLearning definition, provided by Sangra, Vlachopoulos and Cabrera (2012), resonated within my personal concept. Firstly, I lean towards the education-paradigm-oriented definition more so, that is - transformation or improvement of an existing educational paradigm. The communication-oriented definition - communication, interaction and collaboration tools for learning also contains key terms that I believe are significant to an eLearning definition particularly when I am wearing my librarian “hat”. My Current Practice - Learning and the Learner provides background to my context.

Important to an understanding of designing and facilitating with eLearning is a good grasp of learning theory concepts. My concept map so far illustrates how I relate learning theory within the education environment I work in. Social constructivism (Lev Vygotsky) is a significant theory  to comprehend to effectively weave ICT into the classroom as per the SAMR Model of ICT integration, particularly at the transformation levels. In planning professional development activities for my own staff sharing of the SAMR model (Puentedura, 2003) would be something that I think could be grasped and utilised by all. My deeper understanding of theory and how ICT can be better integrated will provide more direction to the planning of professional development within my school.

My new knowledge gained from my scooped artifacts such as Bloomin Apps and the Flipped Classroom has opened my thinking on how eLearning can be better worked into unit and lesson planning. Prior to my research, I based my knowledge on this approach to learning on Education Queensland’s 2013 Project 600 of which I was a facilitator but I now realise eLearning  is so much more. The Scoopit! artifacts in the topic SAMR Transformational eLearning have already impacted on my current practice. I am now looking at how to modify and redefine learning tasks for senior students  to better provide opportunities for them to be connected, creative and global learners who are becoming “knowledge able” rather than just knowledgeable (Wesch, 2012). I have even opened my thinking to appreciate the value of serious gaming as a way of motivating students and differentiating learning experiences. Some examples of how this could be done are included in the artifact curation of Gaming: Leveling Up Global Competence.

Collaborative online learning – I love it! I am a social learner and greatly benefit from the sharing of ideas and opinions. The collegial sharing prompts and expands my thinking in a non-threatening environment. Provision of lots of visuals during web conferencing has fit well with my learning style. Perhaps the only negative is I do sometimes feel pressure if time constraints are applied but this is more about not sharing in time for my peers to be able to provide feedback. I believe I am becoming a more modern and connected teacher by experiencing collaborative learning first hand.  I have an increasing desire to design project based learning for my students to strengthen the 21^st Century personal qualities (Employability Skills, Australian Government, 2013), they will require to be successful in this digital age.

 

Reference List

Department of Education, Employment and Workplace Relations. (2013). Employability Skills. Retrieved August 17, 2013, from http://deewr.gov.au/employability-skills

Learning Theories.com. Constructivism. Retrieved August 14, 2013.from http://www.learning-theories.com/vygotskys-social-learning-theory.html

Puentedura, R. (2003, July 15). Ruben R. Puentedura's Weblog. Hippasus. Retrieved August 14, 2013, from http://www.hippasus.com/rrpweblog/

Sangra, A. Vlachopoulos, D. and Cabrera, N. (2012), Retrieved August 14, 2013, from http://www.irrodl.org/index.php/irrodl/article/view/1161/2146

SHIFT’s eLearning Blog. Retrieved August 17, 2013, from http://info.shiftelearning.com/blog/bid/295365/16-eLearning-Quotes-to-Inspire-You-SlideShare  

Wesch, M. (2012, March 22). Michael Wesch on Knowledgeable vs. Knowledge-able - YouTube. YouTube. Retrieved August 17, 2013, from http://www.youtube.com/watch?v=z56SNAQNOqs&list=PLA3FB753E843A762D&index=2

Concept map so far (1 Sep 2013)

Make your own mind maps with Mindomo. Finally adding my concept map...

Finally added, took a while. Click on the four directions arrows to view in entirety.
 

Commentary: I have positioned me in the centre as my own learning is learner centred, as my student's should be. I have added a few subtopics that relate to me. I feel all of the learning theories I have been exposed to, and utilise in my teaching practice, are important however I have placed Constructivist theory ahead of me and behaviourist and cognitive dragging along behind because strengthening my knowledge in constructivism is where I am headed.

Constructivism - make it real

 

I believe the article Objectivism Versus Constructivism is relevant to e-Learning design today in that Jonassen has considered the following aspects that support theoretical positions in the e-Learning context:

·         Instructional goals and objectives are negotiated not imposed.

·         Task/content analysis should not be focused on a single best sequence.

·         Evaluation of learning be less criterion based allowing for a wider range of responses

Learners should be socially constructing reality rather than having it imparted on them by basing it on experience and interpretation.

Limitations and barriers to constructivist e-Learning in my teaching and learning context include:

·         Lack of access to technology at time of need.

·         Very prescriptive objectives and scheduled assessment tasks for each unit of work in the National Curriculum English, Maths, History and Science.

·         Assessment based on tight criteria often with very limited response type options.

·         Lack of student skills with ICTs to participate in an e-Learning environment.

 

It is not realistic to be 100% constructivist as differences in learners, content, contexts and desired outcomes all need to be considered before deciding which approach to learning (based on which theory) would be the most appropriate. My own teaching is very much a blend of all three major learning theories depending on what and how the student will best learn and what resources I have at my disposal. I could probably use constructivist based pedagogy more effectively in relation to conceptual learning through problem solving as I think this would enable my students to succeed in future life and to be life long learners.. I think this would make the students' learning more real life. I do however try to give students ample opportunity to articulate understandings in social environments albeit usually just in a physical space.

Cognitivism - so mental

Cognitive learning is about a change to mental associations due to experience, that is, the use of existing schema and formation of new schema to accommodate the new experience and information whereas, behaviourism (as discussed in my previous blog) was more about a change in behaviour due to experience. It should be kept in mind that cognitive learning theory is a must in a teaching context because much of the business of education is all about cognition and metacognition. The objective nature of cognitivism is useful when there is a body of knowledge or principles to be learned. It is therefore an approach of value to be used in conjunction with other learning theories. It is a valuable approach particularly for beginner teachers who may be novice at organising units of work and lesson plans. It gives some progression to the learning of higher level and more complex facts and concepts if that is the desired outcome.

Recently, in my context in the teaching of reading during Education Queensland’s Project 600 all of the online lessons were largely based on Gagne’s conditions of learning concept. This was titled IMPACT learning (an acronym) that is very similar to the Explicit Instruction framework. Although I had learnt this theory in my pre-teaching course I don’t think I had consciously remembered it for over 20 years. I must have developed a schema around the whole concept because when being trained to be a Project 600 facilitator it was familiar so I did not have to learn this on top of learning how to teach online. Therefore, cognitive overload was not a problem at this time. The EQ systemic expectation that explicit instruction be applied to the learning of new skills and concepts sits comfortably within my pedagogical approach.

If instruction is based on cognitive learning theories I would predict learners would all eventually arrive at the same outcome. BUT THEY DON’T aaagh. Too much of what we intend to make it to the learner’s long term memory doesn’t - so there must be a better way.

There seems to be some success in utilising this approach to learning when students have mastery of a given set of “basics” which they will be required to recall and then use to learn higher level facts or concepts. It is also useful in terms of graphic organisers which help students categorise and link information.

The problem with basing pedagogy purely around cognitive learning theory is when it is over used it can become boring for the learner and the learner is not at the centre of the process.

Also, if the basic body of knowledge has not been processed to the long term memory in the brain what then is the foundation for further and more complex learning in a topic or content area.

Behaviourism - good to begin with

Behaviourism (applying positive reinforcement) is sometimes a useful approach in my primary teaching context (children 4-13 years old), particularly in the area of behaviour management. However, behaviourism theory alone definitely does not account for much of the concept and skill learning that occurs in my classroom. When applying positive reinforcement the age of the students impacts on my decision on the type of positive reinforcement to use and the way it is given. For example, a positive behaviour exhibited by a Year 1 child can often be easily made more frequently occur through the awarding of stickers. This use of a material reward seems to be less desirable to the older students.

Routine classroom tasks can successfully be taught through a behaviourist approach to learning. This is “drill and practice” of simple processes or skills. For example positive reinforcement (praise) when 8 year olds put a margin and date on their work page at the beginning of a lesson. NOTE: In my situation this is a school wide expectation (checked by the Principal) not necessarily a priority in my opinion . Basic facts in maths also tends to be taught using this approach as there is an expectation (through explicit instruction) that there is a “warm up” at the beginning of maths lessons to enhance the automatic recall of facts in a quick and accurate fashion. I think the learning of sport specific skills (outside of a formal game situation) in HPE often occurs through a behaviouristic approach – such as the scoring of points when a skill is performed correctly.

When behaviourist theory is applied to a teaching/learning event I would expect the learning outcome to be an increase in the desired behaviour and therefore more frequently observed. It may also result in increased speed and accuracy in an action or content recall. I think it is a teacher led manipulation of behaviour.

Behaviourist theory, leading to a certain choice of pedagogy to match, may work with most individuals, much of the time (probably more so with mechanical, repetitive work), but it does not account for those learners who don’t respond to this stimulus-response task design. It also doesn’t factor in allowing the learner to understand the learner episode - they just “do it”. It doesn’t allow the learner to bring their emotions to the task. We use an online reading software package at our school called Lexia  (Prep to Year 4) that aims to produce reading proficiency. Most students respond well to it initially but they get bored after the first few years. This is why Years 5-7 no longer use the program (off task behaviour in the timetabled classes was an issue) unless they are individuals struggling with literacy acquisition. Some students “hate it”. I think this is because there is no social collaborative aspect to the lessons – students wear headphones and work alone. The teacher aid supervising the classes now awards stickers for level achievement as there is little positive reinforcement built into the online environment.

HOWEVER, my 'kids"aren't rats!

My Current Practice - learning and the learner

After 25 years with the same employer (and 10 years as a student in the Queensland State School System) I would have to say I am a “product” of Education Queensland. Suffice to say I have experienced continual and vast change in the workplace, never more so than the last 5 years. Fortunately, I have, as mentioned by Wendy, “capabilities and attributes beyond disciplinary knowledge”.  This has allowed me as a teacher to cope with rapid change by transferring my skills and knowledge to different educational contexts.  These capabilities and attributes are what I want the students I work with to develop. They can take these with them as they move from Primary, to Secondary, to further study and then into the workplace – continuing to learn as they move through the stages. Although different institutions and organisations may use varying terminology there is a lot of commonality in their “lists” which I collectively call  21^st Century Must Haves.

As I am currently a teacher librarian my job is a curriculum support role. I teach every child in the school each week. I support the resourcing (students and staff), teaching of curriculum (particularly English and History) and professional development of staff. Information literacy and literature weigh heavily in my programs. As a beginning teacher it was all about imparting knowledge in subject areas of which I was meant to be the expert. My current practice is to help students determine what it is they already know, what they need to know, where to find this knowledge and how to best use it to construct new meaning. 

Explicit instruction, productive pedagogies, higher order thinking, differentiation, pedagogical framework…. all currently catch cries of EQ. All impacting on my beliefs and approach to teaching. All keeping me a learner in my profession.  

I believe that every student is capable of successful learning.

It is my goal to enable this learning to occur.

 

How will learning about e-Learning help me achieve this goal?
                                                    Edutopia.org 2013