Models for e-learningModels for e-learning

Elaine Hoter

Transmissive approachTransmissive approach

Assumption- the delivery of the lecture results in learning of the material

Need for collaborationNeed for collaboration

PPositive Independence

IIndividual accountability

GGroup Processing

SSocial skills

Goldsworthy 2000

The Pyramid for web The Pyramid for web integrationintegration

Levels of Web IntegrationLevels of Web IntegrationBonk et al 1999

 Level 1Level 1Marketing/Syllabi via the Web

Instructors use the Web to promote course and teaching ideas via electronic fliers and syllabi.

Level 2Level 2Student Exploration of Web Resources

Students use the Web to explore pre-existing resources, both in and outside of class.

Level 3Level 3Student-Generated Resources Published on the Web

Students use the Web to generate resources and exemplary products for the class.

Level 4Level 4Course Resources on Web

Instructors use the Web to create and present class resources such as handouts, prior student work, class notes and PowerPoint presentations.

Level 5Level 5Repurpose Web ResourcesInstructors take Web resources and course activities

from one course and, making some adjustments, use them in another.

Level 6Level 6Substantive and Graded Web Activities Students participate with classmates in Web-based

activities such as weekly article reactions or debates as a graded part of their course requirements

Level 7Level 7Course Activities Extending Beyond Class

Students are required to work or communicate with peers, practitioners, teachers, and/or experts outside of their course, typically via computer conferencing.

Level 8Level 8Web as Alternate Delivery System for Resident

Students

Local students with scheduling or other conflicts use the Web as a primary means of course participation, with the possibility of a few live course meetings

Level 9Level 9Entire Course on the Web for Students Located

AnywhereStudents from any location around the world may

participate in a course offered entirely on the Web.

Level 10Level 10Course Fits Within Larger Programmatic Web

InitiativeInstructors and administrators embed Web-based

course development within larger programmatic initiatives of their institution.

The Hybrid model Hannum 1998

Library ModelLibrary ModelProvides online

resources to supplement learning

Text book ModelText book ModelProvides the learner

with access to course materials online

Interactive Instruction Interactive Instruction modelmodel

Provides the learner with an engaging experience in learning where the student is interacting with the contents

Computer Mediated Computer Mediated communication modelcommunication model

Provides the learner with the ability to communicate with other students instructors or experts

Hybrid model: Hybrid model:

incorporates two or more types of WBI

Virtual classroom modelVirtual classroom modelOn-line resources are

used to facilitate colloborationn among students, between students and instructors and between a class and a wider community

What models have been What models have been used to encourage used to encourage

teachers to integrate the teachers to integrate the Internet in their Internet in their

classroomsclassrooms??Model I: give student teachers Model I: give student teachers

courses in computers.courses in computers.

Rationale: the teachers will learn Rationale: the teachers will learn how to use WORD, the Internet etc how to use WORD, the Internet etc and will want to use it in their and will want to use it in their classesclasses

Learn how to use technologyLearn how to use technology

Talk about what you Talk about what you couldcould do in the classroomdo in the classroom

You don’t get to experience You don’t get to experience first hand- a “different” type of first hand- a “different” type of learninglearning

but can’t apply the technologybut can’t apply the technology in the classroom in the classroom

Model II: Technology Model II: Technology InfusionInfusion

aspects of technology put into aspects of technology put into different subject matter coursesdifferent subject matter courses

long-term exposure to technology and technology modeling within subject matter

not necessarily transfer from the course to actual teaching

No assurance that the subject matter teachers model “good” use of technology

Model III: Case-based Model III: Case-based teacher educationteacher education

prospective teachers study and prospective teachers study and

reflect on the efforts of existing reflect on the efforts of existing teachers who have incorporated teachers who have incorporated technology into their classroom technology into their classroom practices.practices.

these lesson plans are not at our these lesson plans are not at our disposaldisposal