Matti Haverila
7VE1
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Good eLearning Practices
Matti Haverila
Introduction
The traditional form of teaching in universities and insitutes of higher education has for
very long diminated the class room so that the teacher has been lecturing for the students
and students have listened and made notes. The interaction between the teacher and the
students has been regarded as a crtical element in this form of teaching. The new
innovations and mechanims of teachingg have challenged the traditional form of teaching
(Haverila, 2007). Examples here include the interactive and reflective schools of thought
(Schon, 1987, and Clegg, et al., 2002).
The development of information technology has enabled the birth and huge growth of
eLearning during last few years. For this reason many universities have developed new
eLearning courses and even the completion of new degrees is nowadays possible via this
new electronic media.
The Definition and Challenges of eLearning
Wikipedian and Interleran (2007) eLearning as follows:
“E-learning means an approach to facilitate and enhance learning through the use of
devices by electronic means like computers and communications technology.
Communications technology enables the use of the Internet, email, discussion forums,
and collaborative software”.
How the learning actually happens in eLearning is a major question, however. In the
words of O’Malley et al (O'Malley et al., 1999): “The overriding question that must be
addressed is how will these new educational delivery approaches that move away from
the basic face-to-face relationship between a professor and students impact student
learning and student perceptions of learning”. At many institutions, the effectiveness of
distance and on-line learning methodologies has not been well researched prior to
adoption.
ELearning and Pedagogy
eLearning has experienced a tremendous growth during last decade or so. By 2007, it is
anticipated that the eLearning market will have grown to $40 billion (Washington Times,
2002). The term e-learning (electronic learning) covers a wide set of applications and
processes, such as web-based learning, computer based learning, virtual classrooms, and
digital collaboration. It includes the delivery of content via Internet, intranet/extranet
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(LAN/WAN1), audio and videotapes, satellite broadcast, interactive TV, and CD-ROM
(Learning Objects, 2006).
According to Marsh et al. the eLearning approaches can be divided into the following
categories (Marsh et al., 2002):
1. Technology in Lecture Presentation - Multimedia, presentation software,
computer software, and other applications used within the context of a traditional,
self-contained classroom. Technology replaces chalk and the overhead projector.
2. Course Syllabus on the WWW - Many individual professors, colleges and
institutions post online syllabi for courses. In most cases these are electronic
replicas of paper syllabi, but sometimes there are also internal links and resources
for students.
3. Web-Assisted Course - A web-assisted course refers to any traditional course
that provides all or substantial portions of course instruction by means of the
WWW for students enrolled on campus. Students are not solicited as "distance
education" students but are carried as regular on campus enrollments and the
course is likely to show on IHE2 records as a traditional class with a time and
room assignment.
4. Distance Education (Synchronous or Asynchronous or a mixture) - Excluding
correspondence, there are two general kinds of distance education:
a. Synchronous. Some IHE's use satellite, cable, and direct broadcast of live
television to include students at remote sites. Other variations are
videoconferencing
through
computer
connections,
"whiteboard3”
conferencing, and various "chat" applications.
b. Asynchronous. There are several variations of asynchronous instruction
including mailing videotapes to students, compressed video, e-mail, and
comprehensive web-based courses.
1
Local Area Network, Wide Area Network.
Institute of Higher Education
3
In the electronic world these are sometimes called “Writeboards”, see
http://www.writeboard.com/
2
Matti Haverila
7VE1
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The technology also enables the change of the traditional teaching approach as follows
(Michigan’s State Technology Plan, 2004):
Table 1. Comparison of traditional approach and the use of technology in eLearning.
Traditional approach
Technology allows more of
Teacher centered learning
Student centered learning
One size fits all instruction
Customization to meet individual needs
One pace applies to all students
Flexible pacing based on student needs
Classrooms and school buildings
Distributed learning from anyplace
Learning during school hours
Learning at anytime
Facts and recitation
Critical thinking and real world context
Individual student performance
Collaboration and dialogue among students
and between teachers and student
Textbooks
Up to date primary information resources
Parent teacher meetings each semester
Parent teacher communication daily
Good eLearning practices
Here the good elearning practices will be briefly discussed. Following includes the list by
Graham et al (2000) with which the eLearning practices can be evaluated (se also
CEN/ISSS ja SWAP). Good eLearning practices:
1.
2.
3.
4.
5.
6.
7.
Encourages the interaction between the student and the teacher.
Encourages the interaction between the learners.
Encourages active learning.
Gives immediate feedback.
Emphasizes the timeliness of the task.
Communicates high expectations.
Respects different talents and ways of learning.
This list a bit more comprehensive than the list mentioned in the JISC report, which also
includes point 3 (eLearning joins the learner to the learning process) and point 7
(eLearning encourages to the develoment of individual learning skills). In addition the
JISC list includes the following points:
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1. eLearning develops the skills and knowledge of the learner.
2. eLearning motivates to further learning.
1. eLearning should furthermore use the right resources, mix different forms of
learning, right content, right learners and support.
Sources
1. Clegg, S., Tan, J. and Saeidi, S. (2002) ‘Reflecting or acting? Reflective practice
and continuing professional development in higher education’ [online], Reflective
Practice, vol. 3, no. 1, pp. 131–46. Available at:
http://libezproxy.open.ac.uk/login?url=http://dx.doi.org/10.1080/1462394022012
9924, [online], Visited 03.12.2007.
2. Graham, C., Cagiltay, K., Craner, J., Lim, B., & Duffy, T. M. (2000). Teaching in
a Web-based distance learning environment: An evaluation summary based on
four courses. Center for Research on Learning and Technology Technical Report
No. 13-00. Indiana University Bloomington.
http://crlt.indiana.edu/publications/crlt00-13.pdf, Visited 03.12.2007.
3. Gorissen, P. (2005) ‘CEN/ISSS good practice report on quality in e-learning’, elearning Themasitem, http://elearning.surf.nl/six/actueel/3267, [online], Visited
03.12.2007.
4. Haverila, M. (2003) Students’ perceptions of highly interactive, reflective and
process oriented eLearning courses, Available at
http://www.tamk.fi/kirjasto/Haverila200706.pdf, [online], Visited 03.12.2007.
5. Interlera Training Solutions for Software (2006) Glossary Web Site Definitions
[online]. Available at: http://www.intelera.com/glossary.htm. Visited 03.12.2007.
6. Learning Objects (2007) [online]. Available at: http://www.learningobjects.com
Visited 03.12.2007.
7. Marsh II George E., McFadden Anna C., and Price Barrie Jo (Fall 1999) ‘An
Overview of Online Educational Delivery’ Journal of Distance Learning
Administration [online], vol. 2, no. 3. Available at:
http://www.westga.edu/~distance/marsh23.html .Visited 03.12.2007.
8. Michigan’s State Technology Plan 1998 (updated in 2004) Michigan Department
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of Education [online]. Available at:
http://www.michigan.gov/documents/Ed_Tech_40666_7.pdf. Visited 03.12.2007.
9. O'Malley John, McCraw Harrison (1999) ‘Students Perceptions of Distance
Learning, Online Learning and the Traditional Classroom’ Journal of Distance
Learning Administration [online], vol. 2 (Winter), no. 4. Available at:
http://www.westga.edu/%7Edistance/omalley24.html, Visited 03.12.2007.
10. ‘Schooling for the future Learning online a growth industry’ (18 February 2002)
Washington Times.
11. Schon, D. (1987) Educating the Reflective Practioner. San Francicso, VA,
Jossey-Bass.
12. Social Policy and Social Work (2006) ‘Good practice in e-learning
implementation’, [online]. Available at:
http://www.swap.ac.uk/elearning/using4.asp, Visited 03.12.2007.
13. Wikipedia (2006) Free Encyclopedia [online]. Available at:
http://en.wikipedia.org/wiki/Elearning. Visited 03.12.2007.
Other material
1. Best Practices eLearning Pedagogy,
http://www.rodp.org/faculty/pedagogy.htm
2. Effective Practice with e-Learning, A good practice guide in designing for
learning (2004) [online]. Available at:
http://www.jisc.ac.uk/uploaded_documents/jisc%20effective%20practice3.pdf.
Visited 03.12.2007.