Looking Inside the “Online Learning Toolbox”
The following includes excerpts from the Creative Commons–licensed textbook Online Learning Toolbox, a collaborative text written in part by students at Iowa State University during a fall 2019 EDUC-507 class and edited by Evrim Baran. The book has been licensed under a Creative Commons Attribution 4.0 International (CC BY 4.0) license.
Texts have been reproduced as closely as possible to their original publication with light grammatical edits, albeit excerpted. More substantive edits are marked by brackets. Images have been added. Nested list items are indicated by a bullet followed by a greater-than sign: >.
Online education goes beyond remote learning, although there are similarities. For example, even if a course has face-to-face components, the existence of students learning solely through digital materials makes understanding online education principles helpful. Moving further into fully online classes turns “helpful” into “necessary.”
Researchers have explored the topic of online learning since distance education using the internet became more widespread. These days, online education is common, and it’s worth exploring the research. Enter Online Learning Toolbox, an open-source textbook-slash-lit review produced at Iowa State University during fall 2019.
Written prior to the 2020 pandemic, this online textbook was compiled by students, then released for use by educators. Here is an excerpt from the introduction, explaining the purpose of the book: “Online Learning Toolbox is a collection of seminal readings with commentary on different topics of online learning. Students taking the EDUC-507: Principles and Practices of Distance Education graduate course in fall 2019 at Iowa State University contributed to the development of this open online source. This initiative is a product of the ‘open pedagogy’ approach that I follow in designing the renewable assignments and projects in my courses.”
The entire book is worth exploring, whether to browse in full or to look at specific online education topics such as online learning communities, accessibility or online discussions. Read on for two excerpts, then check out the full pages for discussion questions and links, and the rest of the book for even more research.
The excerpts below have been shared as written, with some formatting changes due to the different platform.
Excerpts of “Background,” “Key Points” and “Discussion” from Chapter 30: Northrup, “A Framework for Designing Interactivity into Web-Based Instruction”
Northrup, P. (2001). “A Framework for Designing Interactivity into Web-Based Instruction,” Educational Technology, 41(2), 31–39. https://www.jstor.org/stable/44428657.
Background
As more and more coursework becomes available online in the form of web-based instruction there continues to be a deficit in understanding of best practice for the design of a web-based learning environment (WBLE). Instructional designers agree that interaction is valued as an important variable in WBLEs. This article addresses different types of interactions and why they are important along with ways they might be used. The article presents a framework of interaction attributes that should be considered in the design of web-based instruction.
Key Points
- The framework encompasses five interaction attributes, including:
- Interaction with content
- Collaboration
- Conversation
- Intrapersonal interaction
- Performance support
- All interactions should involve complex activity by learners to include engaging and reflecting, annotating, questioning, answering, pacing, elaborating, discussing, inquiring, problem-solving, linking, constructing, analyzing, evaluating, and synthesizing (Liaw and Huang, 2000).
- Content interaction is based on the theory of learning that is most appropriate to achieve educational outcomes within the course itself.
- > It is difficult to prescribe one “best fit” for content interaction.
- > Grounded design is defined as “the systematic implementation of processes and procedures that are rooted in established theory and research in human learning.”
- Social interaction is a key element in online learning.
- > Social interaction of the course must, at least initially, be designed into the course.
- > Relationship building is a necessary component of collaboration and communication and the perceptions of the efficacy of this type of social interaction can impact the learning outcomes of the course.
- Interaction doesn’t just happen. It must be designed intentionally into the web-based course.
- Oftentimes, when web-based instruction fails, it is because it was not designed well, not because the technology itself was inherently “bad.”
- The overuse or misuse of interaction strategies can lead to boredom, overload and frustration (Berge, 1999).
- Both interaction strategies are woven throughout a successful web-based course.
- Instruction is presented either through an instructor-centered approach [direct, formal instruction] or through a more student-centered approach.
- > There are times when one style of instruction is better than the other.
- Instructor-centered approach:
- > Much of what exists online as web-based courses appears to have a strong instructor-centered influence.
- > Example: lectures presented via text and graphics online, through PowerPoint and through audio-narrated PowerPoint lectures with note-taking guides.
- Student-centered approach:
- > Student-centered learning is appropriate for outcomes of instruction that are focused on analysis, synthesis and evaluation (Berge, 1999).
- > Using open-ended strategies for learning, such as situated learning, learners will actively construct meaning to determine how to proceed.
- > Example: include demonstrations, debates, simulations, role-plays, case studies and discussion groups (Berge, 1999; Liaw and Huang, 2000; Paulsen, 1995).
- Johnson & Johnson (1994) suggest very strongly that groups do not become collaborative just because someone assigns them together as a group. An effective collaborative group requires positive interdependence, group and individual accountability, promotive interaction, and interpersonal skills (Johnson & Johnson, 1994; Slavin, 1990 as cited in Frank, 1999).
- To facilitate successful online conversation, Chism (1998, pp. 7–8) suggests six strategies (as cited in Sherry, 2000):
- > Building group coherence by getting to know one another online. This form of social interaction will go far in establishing a comfortable environment and in establishing the community of learners.
- > Sharing information by assigning collaborative groups to become resident experts in specific areas — then, requiring the collaborative group to share its knowledge with others online.
- > Processing ideas by elaborating on discussions, sharing cases and asking questions of one another through listservs.
- > Online tutoring as a tool for asking peers questions in preparation for an upcoming test.
- > Refining communication skills by framing arguments and leading e-discussions.
- > Providing feedback to students through peer critique and instructor critique online.
- Engaging in both synchronous and asynchronous forms of conversation can extend learning online while motivating the online learner and extending the social interaction of the course (Sherry, 2000).
- Monitoring one’s own learning is essential for survival in a web-based environment
- Supporting performance for the technical and even motivational components of the course is important and must be considered when a web-based course is designed and presented.
Discussion
In this article a framework is laid out for intentionally including interactivity in web-based instruction. The five interaction attributes used in the framework include: interaction with content, collaboration, conversation, intrapersonal interaction and performance support. One of the challenges is to get the proper quantity with the best quality of interaction. Too much interaction will be seen as busywork, while too little interaction can lead to isolation. Neither one of these outcomes is desirable to the learner. One thing that this article addresses that is often overlooked is the performance support. This can help diminish initial fears expressed by online learners. This can then open the learner up to collaboration and conversation going forward.
Excerpts of “Background,” “Key Points” and “Discussion” from Chapter 31: Rovai, “Facilitating Online Discussions Effectively”
Rovai, A. P. (2007). “Facilitating Online Discussions Effectively,” The Internet and Higher Education, 10(1), 77–88. https://doi.org/10.1016/j.iheduc.2006.10.001.
Background
The goal of any learning environment is to engage students with one another so they develop a sense of community and learn together. When the learning environment is solely web-based, instructors must be intentional on how they develop these learning communities so they are effective in developing a sense of community. Oftentimes this is solely done via asynchronous communication methods. Communication in an asynchronous, online-based learning environment is typically done via discussion threads and email. These are referred to as communication-mediated communication (CMC).
To facilitate effective online discussions, the author of this article uses the constructivism framework (Rovai, 2007). Some of the strengths of asynchronous CMC are that it can provide personal and timely feedback to the students and that it offers students an opportunity for reflective discussion (Rovai, 2007). There are also potential weaknesses, such as reduced motivation by the students to interact, but the author posits that skillful facilitation can reduce those weaknesses. They continue the article by outlining a strategy for designing and facilitating online discussions. Figure 1 found on page 86 of the article (Rovai, 2007) shows a visual depiction of the strategy which outlines the components of both design and facilitation that lead to the ultimate goal of construction of knowledge.
Key Points
- The first area the author outlines for effective online discussions is course design. Four provisions are outlined.
- > Motivation — Create a learning environment where students are motivated to interact with positive social interactions. Create extrinsic motivation through structured discussions and interpersonal connections.
- > Expectations — Share expectations with students. Use a discussion rubric, which allows students to see the expectations and an evaluation of those expectations.
- > Provision for socio-emotional discussions — Develop personal relationships and build a sense of community. Develop separate discussion boards where students are able to get to know one another and freely discuss topics that are of personal interest.
- > Provision for task-oriented discussions — Construct online discussions that adult learners see as relevant challenges [that] connect with their experiences. Manage the size of group discussion by not having them be too small or too big.
- The second area the author outlines for effective online discussions is course facilitation. Again, five provisions are outlined.
- > Social presence — Engage students in online interactions that are seen as valuable (i.e., being read). Foster social relationships amongst students that [increase] familiarity.
- > Emphasis on student-to-student interactions — Facilitate peer learning through student-to-student interaction. Instead of responding to or answering all of the posts, ask probing questions and address disruptive communication.
- > Cultural communication patterns — Be aware of cross-cultural communication styles and facilitate discussions to decrease potential negative interactions. Create social awareness and engage all students in discussions.
- > Gender-based communication patterns — Be aware of potential gender-based differences in communication patterns. Create an environment that focuses on collaboration and cooperation.
- > Student status — Create a learning environment where all students are equal. Assign roles to students and emphasize that everyone has something to contribute to the work.
Discussion
Designing and facilitating discussions in an asynchronous learning environment differ from that of a traditional face-to-face learning environment. It is important for online instructors to understand these differences. Rovai (2007) developed a strategy to assist instructors in effectively facilitating online discussions. The emphasis is on two components: design and facilitation.
A strategy that is woven throughout both the design component and the facilitation component is developing a sense of community. While this is also true for a face-to-face learning environment, it is developed differently in an online environment. The instructor can design discussion boards at the beginning of the learning experience that [allow] the learners to share more about themselves and their interests. This not only starts to create a sense of community, it also facilitates an opportunity for students to get to know one another. This can help with establishing social equity amongst students as they learn more about their fellow students. Having these social interactions and connections at the beginning helps set the stage and playing field for the remainder of the online learning experience.
