EDU5647: Learning through Collaboration and Sharing 1: Models, Skills and Tools
Managing Online Learning Discuss the characteristics of successful online learners.
Borg Josmar & Cefai Sam
EDU5647 Assignment 2 Josmar Borg
INTRODUCTION The rate of change that society is experiencing is growing at exponential rates. This means that for our 21st Century students, educators should not only lead them to master a new set of skills required in this modern society but “it’s about preparing students for the unknown, the unpredictable” (Hopper, J & Seaman, J., 2011). Therefore, students should be mentally oriented towards lifelong learning that gives them the ability to independently adapt to new changes. This requires a new method of teaching that goes beyond the usual classroom setting environment but a more open education system that allows learning to be held anywhere, anytime. Over the years institutions developed and offered additional courses in online form. These online courses have provided access to education, especially higher education, to many students who cannot attend a traditional (face to face) class. This document is intended to enlist the characteristics required to successfully complete an online course. Prior to this, we will explore the differences between the traditional online education learner and the changing nature of online learners, through the emerging technological tools, so as to put the discussion into a context.
THE TRADITIONAL AND EMERGING ONLINE LEARNER As Hanson et al. (1997) described, “earlier profiles of the online learner can be traced to classic distance education settings (e.g., correspondence or home study) where most learners were adults with occupational, social, and family commitments”. These students were often described as “self-motivated, goal-oriented, and disciplined self-starters” (Dabbagh, N., 1997). Dille and Mezack (1991) found out that students perceiving success as a cause of personal effort and attitude (‘internal locus of control’) was a determinant factor of success and persistence to complete the course, unlike those who perceived success on factors such as luck or task difficulty. Through several other studies on students' attitudes, personal characteristics and other academic and social variables, Dabbagh, N. (1997) indicated that apart from a "high internal locus of control, a student's positive attitude towards the instructor and a high expectation for grades..." reflected a better rate of success in distance courses. In addition, Dabbagh, N. (1997) points out that individual learning style was not a characteristic of success. This is because the integration of web based and online tools promoted interaction and
EDU5647 Assignment 3 Josmar Borg collaboration due to the multiple media that can be used (audio, text, video etc...) which provide online spaces for both synchronous and asynchronous communication between the students. However, the nature of online learners is changing due to the shift that technological development has brought in society. Nowadays, online distance learners are younger pupil, most often undergraduate students, who are more open to technological innovations and to modifications in the learning scenarios. Allen and Seaman (2006) indicated that 82.4% of the higher education students enrol to at least one online course. Studies show that the netgeneration students are more prepared to online learning activities that support interaction and collaboration through the extensive use of web based technologies such as chatting, social networking and multi-player online gaming. This is resulting in learning courses composed of students of different cultures and educational backgrounds and so, as Dabbagh, N. (1997) noted, “learners are becoming less location bound” and are "choosing distance study not because it is the only alternative, but rather because it is the preferred alternative” (Thompson., 1998 p. 13).
After noticing this changing nature in learning context, online learners should be ready to work in collaboration with others, share their work, and participate in groups, instead of isolating themselves in a learning scenario that is dependent on interaction and collaboration. Therefore, a successful emerging online learner should possess and/or develop a number of characteristics and new skills that are prerequisites to successfully complete an online course.
CHARACTERISTICS OF A SUCCESSFUL ONLINE LEARNER Research shows that interpersonal skills, communication skills, competence in using web collaborative tools, active involvement and time management are key characteristics of a successful online learner. Williams (2003) explored how "interpersonal and communication related skills (which include writing skills) dominated the top 10 general competencies across all roles in distance education programs supported by the Internet.” Powell (2000) added that online learners should be “very comfortable with written communications, somewhat savvy with Web technologies, and proficient with computers.”B. Jean Mandernach, B. J; Donnelli, E. & DaileyHebert, (1996) showed how “the two most commonly identified factors are timely, active involvement in the course (67.71%) and effective time-management (67.71%)” In learning environments with minimum presence of the tutor, as in the majority of online courses, the learner should be a self-directed learner which means that the learner should
EDU5647 Assignment 4 Josmar Borg possess the skill of 'learning how to learn'. This 'self' behaviour includes characteristics like selfdiscipline, self-monitoring, self-initiative and self-management which are the core of ‘selfdirected learning'. As Dabbagh, N. (1997) stated, "given the physical absence of an instructor in online learning, the ability of learners to monitor and regulate their own learning is critical". It is, therefore, important that the students possess time management skills to partition the time available effectively between the online course and their personal life As Abel, R. (2005) pointed out, “while time-on-task is always a relevant factor in educational success, the importance of time is intensified in the self-directed, fast-paced nature of the online classroom”. Time management can be further enhanced if the user has competence in using technological tools demanded in an online course. This does not only include the use of emails, chatting, sharing of resources, discussion boards and assignment submission but also to be proficient in using online tools for researching and for finding online resources from online libraries. That is why B. Jean Mandernach, B. J; Donnelli, E. & Dailey-Hebert, (1996)explained that “the intellectual demands of an online class are rigorous enough that students can’t effectively master the content of a course if they are simultaneously attempting to learn how to use the basic features of the delivery system.”
Moreover, online learners should be aware and value the learning benefits provided by collaboration, by means of online communication tools, and to be actively engaged in their learning process. While it is somehow, second nature to some learners to collaborate, share and engage in a community, there are others who should understand the benefits of collaborative and online learning pedagogical design and develop a disposition to relate with their peers and feel the need for affiliation (the need to be connected). ‘Disposition’ is not the ability but the willingness to do something. As Katz (1988, p.30) described, dispositions are “habits of the mind, tendencies to respond to situations in a certain way.” For example, Claxton (2002)1described how person who may be able to read, but does not do a lot of reading. On this same note, it is not enough that students are able to use communication tools but they should “closely link their past experiences, their learning opportunities, and the affordances and constraints in the learning setting”(Claxton & Carr, 2002)2. This will help them to accept and fluently practice collaboration and actively get involved in their learning process.
Another essential factor in an online course is the student's personal initiative, and motivation. Where in face to face class the instructors can detect and act to student’s confusion and difficulties, this is somewhat difficult in online courses as several communication cues, such as gestures and facial expressions, are missing. B. Jean Mandernach, B. J; Donnelli, E. & Dailey1 2
From the presentation ‘Dispositional Factors’ during lectures From the presentation ‘Dispositional Factors’ during lectures
EDU5647 Assignment 5 Josmar Borg Hebert, (1996) pointed out that "online students must have the metacognitive ability to identify what they do and do not understand; the willingness to ask questions; and the motivation to stay engaged in tasks that may be confusing or challenging." Being competent in using online communication and collaborative tools does not equate to being able to interact and collaborate effectively to build knowledge and learn in an online learning environment. Interpersonal skills are required to complement with the use of online tools. Social learning skills are pertinent to support decision making, communication, trust building and conflict management, especially when having a leading role in teamwork. The students should be able to discuss issues, share ideas and be open to others' opinions through good listening skills. In addition, students should understand that they should be accountable for their actions and so reflective skills are important to critically analyse the learning process and assess the performance on a personal and group level.
CONCLUSION There are many definitions to what is learning. Dror (2008) defines learning as a “means to acquire information and assimilate it in a way that properly and purposely can be used in the future” (p. 215). Educational psychologists, the likes of Piaget (constructivism theory) and Vygostky (sociocultural theory), have significantly influenced the explanation of how learning happens. Although diverging schools of thought have evolved from these works, both are concerned with the activities that students engage in to learn (Scott et al., online). The availability of today’s web based technologies offer the students new and exciting ways to engage in learning. The characteristics of a successful online learner discussed here give insights into the necessary skills that we think today’s learners require in order to embark on a successful online learning experience.
EDU5647 Assignment 6 Josmar Borg
BIBLIOGRAPHY Abel, R. (2005). Implementing Best Practices in Online Learning. Educause Quarterly. Retrieved 14/03/13 from http://net.educause.edu/ir/library/pdf/eqm05312.pdf. Allen, I.E., & Seaman, J. (2006, November). Making the grade: Online education in the United States. Sloan Consortium and Babson Survey Research Group.Retrievedhttp://www.sloanc.org/publications/survey/index.asp.InDabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217- 226. B. Jean Mandernach, B. J; Donnelli, E. & Dailey-Hebert, (1996). Learner Attribute Research Juxtaposed with Online Instructor Experience: Predictors of Success in the Accelerated, Online Classroom. The Journal of Educators Online, Vol(3),2 Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217- 226. Retrieved 11/03/13 from http://www.google.com.mt/url?sa=t&rct=j&q=characteristics+for+a+successfull+online+learne r&source=web&cd=4&ved=0CEIQFjAD&url=http%3A%2F%2Feditlib.org%2Fd%2F22904&ei= RTRCUY_UOeOK7AaO1oCwDA&usg=AFQjCNGsDe4VCerMu3d7PfzOzVB6SeW0iw Dille, B., &Mezack, M. (1991). Identifying predictors of high risk among community college telecourse students. The American Journal of Distance Education, 2(1), 25-37. In Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217- 226. Dror, I. E. (2008) Technology enhanced learning: The good, the bad, and the ugly. Pragmatics and Cognition , 16 (2) 215 – 223. Hanson, D., Maushak, N. J., Schlosser, C. A., Anderson, M. L., Sorensen, C., & Simonson, M. (1997). Distance Education: Review of the Literature (2nd ed.). Bloomington, Indiana: Association for Educational Communications and Technology. In Dabbagh, N. (2007).The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217- 226. Hopper, J. & Seaman, J. (2011).Transforming Schools for the 21st Century. Design Share: Designing for the future of learning. Retrieved 09/03/13 from http://www.designshare.com/index.php/articles/transforming-schools-for-the-21st-century/ Katz, L.G. (1988). What Should Young Children Be Doing? American Educator: The Professional Journal of the American Federation of Teachers: 29-45. http://eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ375727. In Halverson, L. R. (2011). Katz on Dispositions. Lisa Rampton Halverson: Instructor, Curriculum Developer, Researcher. Retrieved 11/03/13 from http://lisahalverson.com/2011/05/12/katz-on-dispositions/ Stacey, E. &Gerbic, P. (2008). Success factors for blended learning. In Hello! Where are you in the landscape of educational technology? Proceedings ascilite Melbourne 2008. http://www.ascilite.org.au/conferences/melbourne08/procs/stacey.pdf Thompson, M.M. (1998). Distance learners in higher education. In C.C. Gibson (Ed.), Distance learners in higher education (pp. 9-24). Madison, WI: Atwood Publishing. In Dabbagh, N. (2007).
EDU5647 Assignment 7 Josmar Borg The online learner: Characteristics and pedagogical implications. Contemporary Issues in Technology and Teacher Education, 7(3), 217- 226. Williams, P.E. (2003). Roles and competencies of distance education programs in higher education institutions. The American Journal of Distance Education, 17(1), 45-57.