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The Need forE-LearningMarsallay L. SpicerNCU Learner
The New Paradigm
• Change Management• Expectations• Reporting structure• Teamwork• Leading Consultants
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Teams, Consultants, Reports
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Rationale for E-Learning
E-Learning’s raison d'être must
• Reflect a soundness of the educational approach
• Substantiate the need for the alternative it represents
Enhance teaching and learning, not distract from the process
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Role of the Educator
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Tips for online instructors, facilitators, and coaches
Learn role as facilitator, collaborator, instructor as leader
Create a warm, supportive
environment
Learning Management
System
Be flexible
Respond to technical
difficulties
Provide Immediate Feedback
Adapt teaching style to students'
learning style
Monitor discussion
boards and chat rooms
Establish Guidelines for Time and Place
Benefits for time and place for learning
Time requirements have to change from de rigueur to allow students to vary the
speed of their journey through formal education
Require all students to adhere to deadlines to
keep them involved in the work and stay on task
The more structure, the higher the completion rate
Students able to pace themselves online
(students with stronger backgrounds could move
faster)
Threaded discussions with deadlines allow enough time for reactions by all
students and for the teacher to evaluate the
comments
Combine several delivery systems
Live videoconferences
Audiotapes
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Emphasis on Learning OutcomesEm
phas
is o
n Le
arni
ng
Out
com
es
E-Pedagogies must develop new ways of assessing
student learning
Students demonstrate competence by applying
what they learn
TRADITIONALLYThrough tests
Through digital portfolios
Through performance tasks and/or If applicable, through
internships with outside assessors
Examples:
Excelsior College, NY
Western Governors University (WGU)
Art Institute Online (e-learning arm of the chain of 24 postsecondary schools
located in cities around the country
Accreditation Board for Engineering and Technology
(ABET)
Identifies instructional objectives in laboratory
courses
Evaluating online offerings led to questions about how schools might asses the
portions of their programs involving online laboratories (see pp 203-204, Maeroff)
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Teaching Courses Developed by Others
• Focus on content and learning outcomes•Construct with adjustment and
customization in mind•What if customization is not possible?
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Student As Learner
•Assess successful learner•Recognize and work with emerging
learners•Address different learning styles• Encourage collaboration•Pay attention• Stay present and be responsive
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Teach Students to LearnIn Online Environment
•Basics of logging on to the Internet•Time requirements •Time management•Set expectations
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Set Expectations
Interactions • instructor /student
and student/student
Explain how feedback will be given
Provide guidelines for appropriate communication
Ensure HELP is readily available
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Cost Effectiveness
May be more expensive than creating a classroom course
Costs vary based on course technical design
BENEFITS
Savings on the construction and maintenance of
buildings
Cyber libraries cost effective and may be even more useful to
students online
EXAMPLES
University of Phoenix and other
non-profit providers
University of Washington
North Carolina Virtual Public School
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Online Course Partnerships
Putting a number of providers under one
banner promises
Educational approaches are
more varied
Appeals to a wider range of interests and
learning styles
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