Designing for E-learn, Online, and Distance Learning Environments: Are They the Same?

Transcription

1 Designing for E-learn, Online, and Distance Learning Environments: Are They the Same? Joi L. Moore, University of Missouri, USA. Camille Dickson-Deane, University of Missouri, USA, Krista Galyen, University of Missouri, USA Weichao Chen, University of Missouri, USA Abstract It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for online learning research. We implemented a mixedmethod analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for difference types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-learning, and online learning. Descriptors: distance learning, online learning, e-learning, evaluation, design, environment Research method: mixed method IRB: yes Introduction Distance education has a history that spans almost two centuries (Spector, Merrill, Van Merrienboer, & Driscoll, 2008). As technology has been enhanced over the decades, different forms of distance education were produced incorporating new forms of communication. As researchers and designers embrace these emerging technologies, we find that a relaxed use of terminology makes it difficult to design and evaluate similar learning environments without understanding the specific characteristics (Phipps & Merisotis, 1999). In addition, designing different types of learning environments can depend on the learning objective, target audience, learning environment (physical, virtual and/or both), and type of content. It is important to know how the learning environment is used, and the influences of the tools and techniques that distinguish the differences in learning outcomes/products as the technology evolves. Literature Definitions As educational technology continues to evolve, practitioners and researchers have yet to agree on common definitions and terminologies. As a result, it is difficult for researchers to perform meaningful cross-study comparisons and build on the outcomes from the previous studies. This contributes to conflicting findings about distance learning, e-learning, and online learning environments. In addition, terms are often interchanged without meaningful definitions. Distance Learning

2 Distance education is the preferred term when referencing distance learning. It often describes the effort of providing access to learning for those who are geographically distant. Moore (1990, p. xv)- distance learning is defined as "all arrangements for providing instruction through print or electronic communications media to persons engaged in planned learning in a place or time different from that of the instructor or instructors." Keegan (1996)- distance learning, or learning at a distance, and distance teaching are both half of the process of distance education, with the former emphasizing students' perspective of the process and the latter means the process of course development. Distance education is an umbrella term embracing terminologies such as correspondence education, and correspondence study at further education level. Dede (1997, p. 1) -"replicates traditional teaching by telling across barriers of distance and time." Newby, Stepich, Lehman and Russell (2000, p. 210) -define distance learning as "an organized instructional program in which teacher and learners are physically separated. King, Young, Drivere-Richmond and Schrader (2001, p. 10). -"improved capabilities in knowledge and/or behaviors as a result of mediated experiences that are constrained by time and/or distance such that the learner does not share the same situation with what is being learned" Conrad (2006 )- The term distance learning has come to be synonymous with terms such as online learning, e-learning, technology, mediated learning, online collaborative learning, virtual learning, web-based learning, and so forth. Guilar and Loring (2008, p. 21) - Distance Learning occurs when learners and faculty do not meet face-to-face in the same physical space. E-Learning While some authors explicitly defined e-learning, others implied a specific definition or view of e-learning in their article. The following describes various definitions of e-learning: Relan and Gillani (1997)- Used synonymously with web-based instruction "The application of a repertoire of cognitively oriented instructional strategies implemented within a constructivist and collaborative learning environment, utilizing the attributes and resources of the World Wide Web." Clark (2002, p. 2) - "Content and instructional methods delivered on a computer (whether on CD-ROM, the Internet, or an intranet), and designed to build knowledge and skills related to individual or organizational goals.". Rossiter (2002) - The development of knowledge and skills through the use of information and communication technologies (ICTs) to support interactions for learning interactions with content, with learning activities and tools, and with other people Nichols (2003, p.2) Education that occurs only through the Web, that is, it does not consist of any physical learning materials issued to students or actual face to face contact. Purely online learning is essentially the use of elearning tools in a distance education mode using the Web as the sole medium for all student learning and contact. Ellis and Allen (2004) - "E-learning covers a wide set of applications and processes, such as Web-based learning, computer-based learning, virtual classrooms, and digital

3 collaboration. It includes the delivery of content via Internet, intranet/extranet (LAN/ WAN), audio- and videotape, satellite broadcast, interactive TV, and CD-ROM. Tavangarian, Leypold, Nölting, Röser and Voigt (2004, p. 2) All forms of electronic supported learning and teaching which are procedural in character and aim to effect the construction of knowledge with reference to individual experience practice and knowledge of the learner. Triacca, Bolchini, Botturi and Inversini (2004, p. 1) An e-learning website is a web application which communicates contents and structures the interaction in such a way that facilitates the learning experience. Dringus and Cohen (2005) - Used synonymously with the term online course Online Learning Online learning can be the most difficult of all three to define. Some prefer to distinguish the variance by describing online learning as "wholly" online learning (Oblinger & Oblinger, 2005). The following definitions show the variances in definition. Volery and Lord (2000, p. 217)- Used synonymously with the term online delivery, "a form of distributed learning enabled by the Internet. Online delivery goes beyond traditional computer learning as it makes full use of the Internet and other digital technologies. Online delivery can facilitate distance education by making course material accessible anytime anywhere" Rekkedal and Qvist-Eriksen (2003) -online education includes a broader range of services than e-learning, in other words, e-learning institutions mainly emphasize course content, while online education institutions also stress student support. Benson (2002)- the use of the Internet and other web-based technologies in order to provide learning experiences. Conrad (2002) -Online learning provides increased accessibility to previously disenfranchised learners. Carliner (2004, p.1).-"simply put, online learning refers to learning and other supportive resources that are available through a computer" Oblinger and Oblinger (2005)- Online learning suggests "continual connectedness", convenience, flexibility. Hiltz and Turoff (2005, p. 60)- "Online learning is a new social process that is beginning to act as a complete substitute for both distance learning and the traditional face-to-face class. Ally (2008)- Learners using the Internet to get access to learning resources, to interact with the content, teacher and other students, and to get support during their learning, so that they can obtain knowledge for construction of understanding and personal growth Different Learning Environment Characteristics Some of the previous list of definitions illustrates several problems: 1) terms such as online, web-based, and e-learning are interchanged when describing the learning environment, and 2) some definitions and evaluation instruments are based on courses (Guilar & Loring, 2008) or program (Clark, 2002) while others are based on learning objects (Nesbit, Belfer, & Leacock, 2003). This second issue leads to problems related to scope and the instructional characteristics that will be embedded based on the type of learning environment. To further understand the

4 important elements to include when understanding a learning environment, the following terms identified, describe related characteristics: Learning objects: "A digital resource that can be reused to mediate learning" (Spector et al., 2008, p. 823) Instructor-led: The instructor/teacher/facilitator leads and guides all instructional content in the e-learning forum. In addition, the instructor controls the instructional sequencing and pacing. Self-directed: A mode of learning in which the learner takes on more responsibility for their learning, and "assumes greater control of monitoring and managing the cognitive and contextual aspects of their learning" (Garrison, 2003, p. 50). For our evaluation purposes, this characteristic also represents independent learning with no interaction with other students. Self-paced: "A mode of learning that enables individuals to study online and in their own time at their own pace and from their own place." (Spector et al., 2008, p. 825) Learning Management System (LMS) "A collection of elearning tools available through a shared administrative interface. A learning management system can be thought of as the platform in which online courses or online components of courses are assembled and used from." (Nichols, 2003, p. 2). Methodology During a recent educational technology conference, 43 conference participants completed a nine-question paper survey. The survey had one open-ended question and eight questions each with a number of choices to select. The last four questions were scenario-based with a number of choices to select. Participants were approached in an effort to engage discussion in the topic. A small incentive was used to gain more interests in the topic. Those who seemed interested in the initial discussion were asked to continue their views by completing the survey. The average time to complete the survey was approximately ten minutes. Once all the surveys were completed, the data was collated, coded and analyzed using mixed methods. Findings Terminology Perceptions The first question in the survey asked: Is there a difference between distance learning, e- learning, and online learning? If so, please explain. This seemed to be an intriguing question to many of the participants, as they tried to explain the differences through words or diagrams. Table 1 provides an overview of the different description types, and how they were categorized into themes of No Difference, Hierarchy Organization, Media Type, Access Type, Correspondence and Interaction. The feedback for the survey produced some interesting points. One participant emphasized that the Distance Learning label was an old fashioned idea that is rarely used, whereas another person mentioned what difference does it make. The latter comment was an interesting question that led the authors back to the original purpose of the survey: being able to specifically

5 understand and expect certain characteristics of the learning environment based on the label that is being used. This was found to be impossible without the details of the delivery system and how learners access the environment. Insert Table 1 Terminology Differences Questions two and three on the survey served as a demographics for the study. The respondents represented at least twelve different countries. Three participants were from Australia, eleven from Asia, ten from Europe, eleven from North America and ten were unclassified. The respondents were asked to identify whether they have participated in distance, online and/or e- learning. The level of participation in both e-learning and online learning were 84% each. However, distance learning recorded only 63% participation. Question three asked in what capacity did the respondent participate in either one of the above stated types of learning. The levels of participation were as follows: Insert Table 2: Role within the learning environment Question four and five focused on the characteristics and instructional tools and techniques used in the different types of learning used. The results based on a course are as follows Insert Table 3: Characteristics of the course In regards to tools and techniques in courses, the results are as follows Insert Table 4: Tools and Techniques in the course The last four questions on the survey asked respondents to reflect on a scenario and select the best description of the scenario from a list of nine choices. Table 5 demonstrates the variances in responses from the four top categories that were selected by the respondents. Insert Table 5 Survey Responses Conclusions The lack of consistency in terminology inevitably affects not only the researchers who would like to build upon the findings, but also impacts designers who are creating similar types of environments. Terminology also poses a problem when the specific context of the learning environment is not described in sufficient detail or when its identification is not very prominent in both discussion of the methods and the other sections of the paper. This not only impacts the evaluation of such learning experiences but also the future of successfully delivered distance learning. The findings show great differences in the meaning of foundational terms that are used in the field, but also provide implications internationally for the referencing, sharing and collaboration of and with data detailed in varying research studies. Table 1: Terminology Differences

6 Category Type Description Frequency No Difference Distance Learning, E- learning, Online learning The same 6 Distance learning, The same 3 online learning Hierarchy Distance Learning Broadest term 4 Organization E-Learning Sub-level of DL 4 E-Learning Broadest term 1 Online learning Sub-level of DL 3 Online Learning Sub-level of EL 3 Media Type Distance Learning Postal mail, paper-based 2 E-learning Electronic/multimedia device 12 E-learning Computer or Internet 2 Online Learning Web tools/ Internet 14 Access Type Distance Learning Remote access to a variety of 3 media Distance Learning No Face-to-Face 8 E-Learning Remote or non-remote (online) 2 E-learning Blended with face-to-face 2 Online learning On campus and off-campus 1 Online learning Partial online/ hybrid 1 Online learning Totally online 1 Correspondence Distance Learning Online correspondence/ 2 teleconference E-learning Must have correspondence/ interaction 1 Online learning Must have correspondence/ 1 interaction Interaction E-learning Synchronous and asynchronous 1 E-learning, Online learning Depends on the type of interaction 1 Table 2: Role within the learning environment Role Percentage of Respondents Student 72% Instructor/Facilitator 70% Designer 58% Evaluator 30%

7 All of the above 21% Table 3: Characteristics of the course Course Characteristics Percentage of Respondents had assignments 79% had students 77% had modules 67% had deadlines 74% had instructors 77% had interactions between students 79% had interactions between students and 81% instructors/facilitators All of the above 49% Table 4: Tools and Techniques in the course Course tools and techniques Percentage of Respondents used 81% had discussion boards 84% had chat 51% had synchronous video conferencing 47% used CDs/DVDs 26% occurred in a CMS/LMS 65% had audio files/podcasts 35% used virtual worlds 16% Table 5: Survey responses Questions 6. You are in a learning experience where the material is provided by an instructor in a content management system, which must be accessed via the Internet. You can interact with the instructor and your fellow class Categories Course E-learning Online Blended learning learning 70% 16% 0% 0%**

8 mates via and/or chat forum. There is a discussion board and you never meet the instructor or your class mates. 7. You are in a learning experience where the material is provided by an instructor in a content management system which must be accessed via the Internet. You can interact with the instructor and your fellow class mates via , discussion board, or chat forum along with face to face meetings. 8. You are in a learning experience where the material is provided on CDs. You can interact with the instructor alone via or telephone. 9. You are in a learning experience where the material is provided in a content management system which must be accessed via the Internet. There is no instructor or class mates for you to interact. **Results were expected 27% 15% 0% 56% 15% 55% 0% 6% 43% 23% 0% 0%** References Ally, M. (2008). Foundations of educational theory for online learning. In Terry Anderson(ed.)The Theory and Practice of Online Learning (2nd Edition)(pp ). Edmonton:AU Press, Athabasca University Benson, A. D. (2002). Using online learning to meet workforce demand. The Quarterly Review of Distance Education, 3(4), Carliner, S. (2004). An Overview of online learning(2nd Edition). Amherst, MA: Human Resource Development Press. Clark, R. (2002). Six principles of effective e-learning: What works and why. The e- Learning Developer s Journal. Conrad, D. (2002). Deep in the Hearts of Learners: Insights into the Nature of Online Community. The Journal of Distance Education. Vol. 17, No. 1, pp Conrad, D. (2006). E-Learning and Social Change: An Apparent Contradiction. In M. Beaudoin (Ed.), Perspectives on higher education in the digital age. (pp ). New York: Nova Science Publishers. Dede, C. J. (1996). The Evolution of Distance Education: Emerging Technologies and Distributed Learning. American Journal of Distance Education, Vol. 10, No. 2, pp Dringus, L. P., & Cohen, M. S. (2005). An adaptable usability heuristic checklist for online courses. Frontiers in Education, FIE'05. Proceedings 35Th Annual Conference, T2H-6.

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