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Teaching in e-learning
environment
Nataša Hoić–Božić
University of Rijeka (Croatia)
18–23.09.2006 6th Workshop "SE Education and Reverse Engineering", Bulgaria 2/21
Agenda
Introduction: What is e-learning? Major characteristic, technology, benefits,
drawbacks Models of online learning and blended
learning Role and activities of online teacher
18–23.09.2006 6th Workshop "SE Education and Reverse Engineering", Bulgaria 3/21
“E-learning” term
The "e-" prefix = electronic e-business, e-commerce, e-banking, e-
government, e-marketing,… e-school, e-university, e-campus, e-library,… e-teacher, e-student
e-learning = both learning and teaching: Learning - the process of acquiring knowledge or
skill through study, experience or teaching
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What is e-learning? Different definitions of e-learning:
“Technology-oriented” - emphasis is on “e-”:
“E-learning is any kind of learning, training or education that is enhanced by the use of information and communication technologies (ICT).”
“Pedagogical-oriented”- emphasis is on learning:
“E-learning is an interactive process between teacher and the learner through the electronic media.”
18–23.09.2006 6th Workshop "SE Education and Reverse Engineering", Bulgaria 5/21
E-learning continuum
E-learning as a continuum of teaching:
Source: CARNet E-Learning Academy - ELA learning materials
6/21
E-learning and technologyForm Description Technology
Traditional (f2f) teaching
Teaching (mostly lecturing) in the classroom
No technology
Classroom aids Technology is used to enhance the face-to-face teaching
Presentations, multimedia CD-ROM, Web sites, online testing, e-mail, forum,…
Mixed-mode A combination of face-to-face and technology- mediated teaching
LMS (Learning Management System), videoconference
Online education Fully online e-learning in which all teaching is technology-mediated without any f2f meetings
Courses are delivered on Internet (Web sites or LMS), videoconference
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Basic e-learning approaches
Blended (mix-mode, hybrid) learning: some face-to-face (f2f) elements
are replaced by technology mediated teaching
Pure (online) e-learning without any f2f meetings asynchronous (e.g. web
courseware, e-mail) synchronous (e.g.
videoconferences)
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Benefits of e-learning
Flexibility: learning anytime and anywhere Learning customized to student’s needs:
individual learning style and self-paced learning
Better access to content: 24/7 online delivery Online learning material: up-to-date, relevant,
multimedia, interactive Improved communication between students
and tutors
18–23.09.2006 6th Workshop "SE Education and Reverse Engineering", Bulgaria 9/21
Drawbacks of e-learning
Reduced social and cultural interaction between students and teachers
Students should be motivated to learn and with great deal of self discipline
High students' drop out rate Technology issues
18–23.09.2006 6th Workshop "SE Education and Reverse Engineering", Bulgaria 10/21
Educational components
Didactic triangle
Teacher
Learner Content
Didactic triangle
18–23.09.2006 6th Workshop "SE Education and Reverse Engineering", Bulgaria 11/21
Pratt's General Teaching Model
Content
Ideals
Teacher
Learners
Context
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Socialization and gaining attention
Socialization process: students talk to each other, ask questions, and “enter” the learning environment
“Attention gathering”: students leave their work or home, enter a classroom, and are motivated by a teacher
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Two models of online learning
Community of learning - uses real-time synchronous or asynchronous communication technologies to create virtual classrooms
Independent learners - work by themselves and at their own pace through the course of instruction
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Blended learning approach Blending or mixing various elements:
Online and traditional learning environments Technology and media for learning content
delivery Different teaching and learning methods (both
online and traditional) Group and individual learning activities Synchronous and asynchronous interactions
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Role of online teacher
1. Designing and organizing the online learning context – establishment of the learning community
2. Facilitating online discussion and interaction
3. Provision of direct instruction
4. Assessment and certification of student learning
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1. Designing and organizing the online learning context
Construction of the course content, learning activities, and assessment framework
Learning activities should encourage both independent study and community of learning models
Stimulating, guiding and supporting students Teacher and course content:
works with learning materials created by others creates all of the content as “lone ranger”
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2. Facilitating online discussion
Learners develop their own thought processes through the discussion with colleagues
Developing a sense of trust and safety within the electronic community
Teacher regularly reads and responds to student contributions and questions
Teacher posts question or discussion items relevant to course content
Discussion groups led by student moderators
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3. Provision of direct instruction
Teacher is not only “e-moderator” - facilitator of learning
Subject matter expert who provides direct instruction
Sharing the subject matter knowledge with students not only by lecturing
Interjecting comments, referring students to information resources, providing technical help
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4. Assessment of student learning
Explicit and detailed criteria on which student learning will be assessed
Timely and detailed feedback to students Usual forms of online assessment:
Online tests Assignments, (essay type) projects Participation in online discussion
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Qualities of e-teacher
Excellent e-teacher is an excellent teacher: Knowledge of the subject domain Pedagogical and methodological knowledge Motivation for dealing with learners
Possesses technical skills Must have a kind of innovativeness, flexibility
and determination
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References AHyCo e-learning portal (in Croatian) http://
AHyCo.ffri.hr/ Anderson, T. (2004). Teaching in an Online
Learning Context. http://cde.athabascau.ca/online_book/ch11.htm
Pratt, D. D. Good teaching: one size fits all? http://www.one45.com/teachingperspectives/PDF/goodteaching.pdf