Table of Definitive Questions for Learning Theories
|Table of Definitive Questions for Distance Learning Models |
| |Online Courses |Blended/Hybrid |Web-facilitated Courses |
| | |Courses | |
|How much content is delivered online? |Online courses consist of most |Combines online and face-to-face |Web-based technology, but less than 30% |
| |content being delivered online. 80%|delivery; 30% to 79% of the course’s |of the content is delivered online |
| |of the content is offered online |content is delivered online (Simonson, |Simonson, M., Smaldino, S., & Zvacek, S.|
| |(Simonson, M., Smaldino, S., & |M., Smaldino, S., & Zvacek, S. (2015) |(2015) |
| |Zvacek, S. (2015) | | |
|How much separation is there between the learner and|Separation of teacher and student |Blended/Hybrid Courses combine some sort |There may be face-to-face delivery, but |
|the facilitator? |geographically and in time. |of face-to-face delivery which will |generally there is use of new media |
| |Asynchronous distance education can|consist of some type of same time |technologies like Web 2.0, Learning |
| |be accessed anytime from anywhere |delivery method. Which allows for the |Management Systems, Web Pages, Videos |
| |there is also some form of |student and instructor to have more |and audio in the instructors’ delivery |
| |intellectual separation of the |interaction face-to-face combined with |(Regents of the University of California|
| |student and teacher (Simonson, M., |the normal online format or a more |(2015). |
| |Smaldino, S., & Zvacek, S. (2015) |synchronously and asynchronously learning| |
| | |method (Simonson, M., Smaldino, S., & | |
| | |Zvacek, S. (2015) | |
| | | | |
|In what ways is technology used with each model? |80% of interaction and assignments |A substantial amount of interaction is |1 to 29 percent of the delivery is |
| |are done through the internet |done through internet 30 to 79 percent |through the internet (Allen and Seaman |
| |(Allen and Seaman (2006). |(Allen and Seaman (2006). |(2006). |
|Identify 2-3 pros for each model. |Convenience-relational to study |Collaboration between students and |Easily updated perpetual resource- due |
| |location, time and course duration.|instructor increased via online |to the changes in practice and constant |
| |No commuting, no geographic |platforms- collaboration of online |feedback from students the instructor |
| |location constraints, no learning |discussion, blogs, instant messages etc. |will often update or even alter their |
| |pace constraints can learn at your |Students are able to connect with each |courses (Cook, 2007) |
| |own convenience. |other in or out of the classroom. |Individualized learning- learners are |
| |Less Expensive- Generally these |(Bright, 2015) |given greater control of their learning |
| |courses cost less than your regular|Increased accessibility- improved access |environments in that they are able to |
| |academic or trade school courses. |student attitudes towards learning. |choose numerous ways to learn and at |
| |No travel and housing costs to |Students able to access materials anytime|their own pace (Cook, 2007) |
| |classroom, attendees can continue |and anywhere (Bright, 2015) |Adaptive instruction- individualized |
| |working their jobs while attending |Successful Evaluations- Better student |learning experiences by using |
| |courses. |evaluations via use of online testing and|information about the learner alter and |
| |Technology- You can work on the |assessments with reporting features. |therefore optimize the learning |
| |course just about anywhere you have|Better self-evaluations due to quick |experience (Cook, 2007) |
| |computer and internet access. |feedback (Bright, 2015) | |
| |Opportunity to learn new technology| | |
| |and software (Kumar, 2015) | | |
|Identify 2-3 cons for each model. |Limited Social Interaction, |1. Some students may struggle- students |1. Social Isolation- flexibility in time|
| |Technology cost and technology and |that are less mature and self-directed |and location mean that the learner |
| |effectiveness of assessments |may struggle and perform poorly in this |generally studies alone, which over time|
| |(Kumar, 2015) |sort of learning (Young, 2013) |could be perceived as isolation (Cook, |
| | |2. Student Support- Those requiring |2007) |
| | |additional assistance and support due to |2. De Individualized instruction- often |
| | |disabilities will likely struggle and |WBI fails to respond to the |
| | |need technical supports (Young, 2015) |individualized needs of the learner. |
| | |3. Technological Issues can pose a |3. Poor instructional design- quality is|
| | |problem for both the instructor and the |generally dependent on the teaching |
| | |student (Young, 2015) |settings. Most of the time in WBI there |
| | | |is learning without an instructor for |
| | | |clarification (Cook, 2007) |
|What factors need to be considered when implementing|Content then design- determine the |Instructional method- How can the |Physicality of the Web facilitated |
|each model? |elements and content you intend to |specific learning objective be delivered |course- Appropriate parking for all |
| |use in your course (University of |most effectively (Blended Learning |learners despite disability to include |
| |Arkansas at Little Rock) |Toolbox, n.d.?) |access into buildings, doorways, |
| |Restructuring content for delivery-|Organization of the course content and |bathrooms etc. Reserving appropriate |
| |Engaging the learner in a higher |supporting materials- most suitable |space- cost, size, sound quality |
| |level of learning, encouraging |sequencing and transition between online |Learners access and knowledge of |
| |active participation (Siminson & |and face to face learning. Should |technologies necessary for course |
| |Schlosser, (2009). |existing content of your own or a |Determining which part will be web based|
| |Content should be easy to navigate |publishers package course be used |and designing the curriculum or content |
| |and have high quality images |(Blended Learning Toolbox, n.d.?) |accordingly. |
| |(Siminson & Schlosser, (2009) |Defining a Course Interaction and |Time management- availability for |
| | |Assessment Strategy- Determining the |participants as well as the ease of |
| | |types of activities, assignments, |joining the course and convenience. |
| | |interactive exercises and assessment is |ROI- Determine what form of feedback |
| | |critical for the students understanding |will be used (smile sheets, survey etc.)|
| | |and applicability of what they are | |
| | |learning (Blended Learning Toolbox, | |
| | |n.d.?) | |
| | |Communication- communication and feedback| |
| | |are crucial to building a quality blended| |
| | |learning experience. This includes | |
| | |appropriate student to faculty contact | |
| | |and collaboration and interaction with | |
| | |fellow students to include prompt | |
| | |feedback (Blended Learning Toolbox, | |
| | |n.d.?) | |
| | |Logistical Considerations- Awareness of | |
| | |the technologies, services and supports | |
| | |available to the instructor and students | |
| | |as well as referrals to campus wide | |
| | |supports (Blended Learning Toolbox, | |
| | |n.d.?) | |
|Which model would best fit in your current |In my organization an online model | | |
|organization or learning experience, and why? |would be best. As this particular | | |
| |learning allows for the learner to | | |
| |have the convenience of completing | | |
| |their courses through a Learning | | |
| |Management System, from the comfort| | |
| |of their homes, offices or even | | |
| |while deployed. The other benefit | | |
| |of such learning is the ability to | | |
| |go back and review a video, an | | |
| |activity or designated module as | | |
| |needed. The student motivation is | | |
| |also incorporated in our learning | | |
| |modules as we strive to engage and | | |
| |utilize engaging and interactive | | |
| |means of teaching. We also provide | | |
| |immediate feedback in each of our | | |
| |learning modules making certain | | |
| |that the learner is receiving a | | |
| |teaching moment even when | | |
| |performing the task wrong. Each of | | |
| |our tasks are designed in such a | | |
| |way that the learner whether wrong | | |
| |with the answer or correct is | | |
| |receiving immediate feedback | | |
| |letting them know that there answer| | |
| |may not have been the best choice | | |
| |and this is why with the option to | | |
| |repeat the exercise’s which are | | |
| |similar but never the same. In each| | |
| |of our trainings we also focus on | | |
| |the importance of an emotional | | |
| |connection to the learning being | | |
| |crucial to the learner’s success, | | |
| |which is why we will design an | | |
| |entire story/virtual world for the | | |
| |learner to become a part of (Young,| | |
| |(2013). | | |
Resources
Allen and Seaman (2006). Making the Grade: Online Education in the United States, 2006. Retrieved from
Bright, Sarah (2014). Pros and Cons of Blended Learning. Retrieved from
Cook, David, (2007). Web-based learning: pros, cons and controversies. Retrieved from
Kumar, Dhirendra, (2010). Pros and Cons of Online Education. Retrieved from
Online Instruction Resource Website (2015). Retrieved from
Siminson, M. & Schlosser, C (2009). Quarterly Review of Distance Education: Research that Guides Practice, Volume 10 pp 280-283. Retrieved from
Simonson, M., Smaldino, S & Zvacek, S (2015). Teaching and Learning at A Distance: Foundations of Distance Education Sixth Edition.
University of Florida (n.d.?). Blended Learning Toolkit. Retrieved from
Young, Michael, (2013). Leading change in public higher education a provost report series on trends and issues facing higher education Exploring the Pros and Cons of Online, Hybrid, and Face-to-face Class Formats. Retrieved from
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.