THE EVOLUTION OF ONLINE LEARNING

The Evolution of the Course Itself

Based on the research of Sun and Chen, effective online instruction relies on the following: well-designed course content, prepared faculty, student-instructor interaction, positive sense of community, and the use of up to date technology.  A course evolves with its students, when or as they change, so will the content and presentation.  It is all about designing and implementing a course to meet the student’s needs, not those of the instructor or institution (Sun & Chen 2016).

Reflecting on the research done by students at East Carolina University, the course changed when the instructors became aware of the needs of their students.  Without any preparation, the instructors were given the task to teach an online course.  Throughout the process of presenting information in an online setting, instructors discovered that using online tools may assist in this endeavor.  They were now using Skype and discussion boards to create a community of learners and engaging with their classes.  The facilitators were now focused on the needs of their students, and they saw how the whole dynamic of their course changed.  The educators began to see patterns semester after semester; the content was similar but was always presented to the students in a significantly different way. This is just one example of how important it is that we evolve with technology through education and professional development, not for us, but for our students (Schmidt, Hodge, & Tschida 2013).

Teachers Evolving in TechEd

Through personal evaluation, an online instructor identifies that consistency is best practice in the business of e-learning.  In a setting that technology is always evolving, good communication, establishing a positive learning community and claiming accountability of both instructor and student are the stability needed for a good online learning environment.  The instructor evolved by participating in active engagement and transparency with students.  Taking part in discourse and prompting learners through problem-solving processes provided the students with quality interactions boosting community motivation (Morgan, 2018).

Recorded reflections of first time online instructor tell the journey of hardship and struggle to produce an online class, to allowing the course to evolve by learning their students and tools they can use to help get the content to them.  Online instructors must be flexible and creative, and the administration must provide support on new technology and best practice.  The final reflections expressed that their courses changed each semester to meet the needs of their students, but the content was the same.  As the students change, the course evolves  (Schmidt, Hodge, & Tschida 2013).

Online educators grabbing on to mobile technology tools have become best practice. Studies show that using mobile devices as learning tools increase students motivation and participation.  The integration of QR Codes and quick-text prompt and response are small stacking stones of technology integration (also known as micro-learning milestones). This allows for breaking courses down into these micro-learning segments, or chunking for better student understanding and retention. Facilitators must be fluent in these tech tools, requiring the administration to support them with evolving technology training (Cook, Sonneberg 2014).

BLENDED LEARNING

“Blended learning, particularly models supported by adaptive learning programs and tools, enables teachers to match the right student with the right content at the right time. It is a core component of a personalized learning model. Because of this, each blended classroom is unique to best fulfill the needs of both the learner and instructor “ (Watson 2015, pp. 6).

Blended Learning environments are what dreams are made of, fulfilling the needs of both learner and facilitator, but there are some obstacles to conquer:  LMS compatibility with pathways, financial capabilities, technology, and the mindset challenges that come with the ever-evolving roles of a student-centered learning environment.  An environment where teachers learn and grow in the same manner as their students are the best way for teachers to develop as online instructors (Mirriahi, Alonzo, McIntyre, Kligyte,  & Fox  2015).

RESOURCES:

Cook, C., Sonnenberg, C, (2014). Technology And Online Education: Models For Change. Contemporary Issues in Education Research. 7(3), 171-188.

Mirriahi, N., Alonzo, D., McIntyre, S., Kligyte, G., Fox, B. (2015). Blended learning innovations: Leadership and change in one Australian institution. International Journal of Education and Development using Information and Communication Technology (IJEDICT), 11(1),  4-16.

Morgan, B. (2018). The Lived Experience: A Study In Teaching Online. Contemporary Issues in Education Research.  11(1), 81-86.

Schmidt, S. W., Hodge, E. M., & Tschida, C. M. (2013). How University Faculty Members Developed Their Online Teaching Skills. Quarterly Review of Distance Education, 14(3), 131–140.

Sun, A., & Chen, X. (2016). Online education and its effective practice: A research review. Journal of Information Technology Education: Research, 15, 157-190. 

Watson, J. (2015, July). The Evolution of Online and Face-to-Face Education from 2008-2015. Retrieved October 14, 2018, from www.inacol.org