Effective Practices in E-Learning: An Online Instructor and Learner’s Perspective : Effective Practices in E-Learning: An Online Instructor and Learner’s Perspective Amy Tucker and Heather Wisla
AACE E-Learn Conference
Orlando, Florida
Overview : About Thompson Rivers University (TRU)
TRU Course Delivery
Course Design
TRU’s Online Learning Model
Online Instructor’s Role
Recognizing Learners As...
What Worked
What Did No
Lessons Learned
Questions Overview
About Thompson Rivers University (TRU) : Located in Kamloops, British Columbia, Canada
Regional university offering Adult Basic Education, Undergraduate and Masters degrees
Over 10,000 face-to-face campus students located at three regional campuses in the area
15,000 distance students (online and correspondence) located throughout the world
Average student: female, 21 – 35 years of age, and employed About Thompson Rivers University (TRU)
TRU’s Online Course Delivery : Non-paced courses are available on demand (the day the student registers is the day the course starts) available online and/or print-based
Quarterly enrolments for online paced cohort courses TRU’s Online Course Delivery
TRU’s Online Cohort Model : Interaction and collaboration - learners are encouraged to interact with their instructor as well with one another
Web 2.0 tools are encouraged (blogs, wikis, social networking sites, social bookmarking, YouTube, and other tools as deemed appropriate to increase and enhance this interaction
Active learning – process of learning and knowledge-building through active engagement, problem-solving and critical analysis to authentic situations (such as case studies and simulations) TRU’s Online Cohort Model
Recognizing Learners As... : Active – the focus is not on one way transmission of knowledge, but on the process of learning and knowledge-building through collaborative learning
Building on prior knowledge - learners are encouraged to bring their own experiences and perspectives to the learning environment
Flexible – allow for flexible approaches to the curriculum such as the addition of relevant sources based on the needs and wants of learners
Social beings – needing social interaction by building social learning networks and communities Recognizing Learners As...
Online Instructor’s Role : Create a welcoming and secure environment where participants feel they can express their ideas
Encourages discourse by using asking open-ended questions and probes to further student involvement, engagement and deeper understanding
Use appropriate technological tools to support learning (remembering technology does not drive the process)
Provides appropriate course management
Provides prompt and timely feedback
Manage own workload and time Online Instructor’s Role
What Worked : Instructor welcomed the learner into the course
Clear expectations and course deadlines entered into a calendar or posted in announcements
Weekly reminders of what is due and coming the following week
Encourage students to post a self-introduction topic at the start of the course and to respond to other learners
Online materials and resources compliment readings
Asking learners for feedback midway and at the end of the course
Having instructor involved in online discussions and providing feedback and or guidance
Marking assignments in a timely manner and posting the grades in the portal What Worked
What Didn’t : Assuming students and instructors know how to use the technology (learning management systems and Web 2.0 tools)
Assuming learners want to socialize and interact with other students (privacy issues and schedules)
Regional differences creates challenges for learners when using synchronous communication
Assuming learners had access to a computer and/or to the Internet 24/7
Reliance of Web 2.0 tools outside of Web 2.0 platform What Didn’t
Lessons Learned : Provide appropriate training for instructors and students on how to uses learning management systems and tools
Provide a clear overview of learner expectations at the beginning of the course
Create a course outline with deadline dates and weekly requirements
Utilize Web 2.0 tools within the learning management system versus having the students go outside
Provide alternative resources for learners who do not have 24/7 access to a computer or Internet
Make available synchronous communication opportunities available for those who desire it Lessons Learned
References : Anderson, T, ed. (May 2010). "The Theory and Practice of Online Learning." Athabasca University Press, Web. 19 Oct. 2010. .
Bonk, C. J. & Graham, C. R. (Eds.). (2006). Handbook of blended learning: Global Perspectives, local designs. San Francisco, CA: Pfeiffer Publishing.
Garrison, R., T. Anderson, and W. Archer. "Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education." The Internet and Higher Education 105th ser. 2.2-3 (2000): 87-105. Print.
Thompson Rivers University, ed. (2010). “Thompson Rivers University Online Faculty Training Manual.” Thompson Rivers University Kamloops, BC Canada: Thompson Rivers University, 2010. References
Questions : Questions