Lesson 4

Last Updated: 08/21/2023

Instructional Strategies for Online Learning

Goals

• Discuss online collaborative learning theory & practice.

• Examine effective online instructional strategies.

• Explore effective online learning activities.

Instructor's Note

In this lesson, we will learn the most important component of online learning integration, "online instructional strategies" or soft technology.  Some educators question whether online technology alone would improve the learning.  If we are not sure whether online technology alone would improve the learning, then what would?  Educators focus on online instructional strategies and educators believe integrating effective online instructional strategies with online technology is the key to improve learning.  It is critical that we know what effective online instructional strategies we can apply with online technology.  Not all online instructional strategies are considered effective.  Online constructivist instructional strategies are considered more effective since it focuses on learner-learner interaction, online collaborative learning, and online learning community.

When we are designing online instructions, we need to identify what online constructivist instructional strategies are effective to our instructions.  Then we need to identify what online technology (hard technology) would support our selected strategies and what online activities we can engage online learners in to achieve effective learning.

Be sure to distinguish online technology, online instructional strategies, online instructional activities from one another.  Be sure to read and to review online constructivist instructional strategies to help you grasp design ideas.

Activity

Online Discussions (4 Points)

• Exploring Online Collaborative Learning and Learner Control in Online Education

• Introduction:

  • This integrated discussion topic delves into two crucial aspects of online education: collaborative learning and learner control. By examining the theories and technologies behind online collaborative learning and the implications of learner control within and outside controlled systems, we aim to examine how online collaborative learning enhances community engagement and interaction, while also delving into the implications of learner control within both controlled and uncontrolled educational contexts. This holistic exploration will enable us to better understand the multifaceted nature of online education and its potential impact on learning outcomes and learner empowerment.

  • We will examine this question through various lenses: pedagogy (focusing on online collaborative learning) and tools, including Google Apps' collaborative features and numerous other web 2.0 tools. While some of these tools might not have been originally designed for collaboration or community building, they could still incorporate such functionalities. Make sure not to disregard this aspect. 

  • Here are a few examples shared by former students:

    • • Hypothsis.is

      • Raindrop.io

      • Yellowdig

  • Read

    • Online Collaborative Learning

      • Harasim's Chapter 6 & Chapter 7: Online Collaborative Learning (OCL) Theory.

    • Online Learning Control

      • Diaz's Intellectual Property Policies

      • Dabbagh, and Bannan-Ritland's The role & competencies of the online learner & online instructor (Read p. 56-67).

      • ETC (2020). Online constructionist instructional strategies.

        • Get familiar with various instructional strategies.

  • Discussion Questions:

    • Part I: Online Collaborative Learning and Pedagogical Tools

1. Choose one Online Collaborative Learning (OCL) technology. Apply OCL theory and pedagogy to design effective instructions in facilitating learner-learner interaction and community building in a non-group online collaboration. How does the chosen technology align with the principles of OCL theory? How could your design support the development of a vibrant learning community? How does your design encourage interaction and foster a sense of belonging among learners?

• Part II: Learner Control and Web 2.0 Tools

1. In your OCL design above, Who has control on these collaborative learning communities? Students, teachers, administrators, institutions, or technology companies? If your design is not fully student controlled, how can you apply online constructivist strategies to promote learner-centered and learner-driven learning? 

2. Consider the potential benefits and challenges of granting learners more control over their learning experiences. How can the concept of learner control align with the idea of online constructivist instructional strategies? Are there any ethical or practical concerns that need to be addressed in this context?

Assignment

No assignment for this lesson.  Prepare the upcoming assignments.

Although there is no assignment due in this lesson, your team should start planning your Assignment 4: Final Project: Online Professional Development for Global Digital Learning. 

Assignment 3 is an individual work.  With good team planning, these two individual assignments can be applied to support your team final project.