Online Learning Conceptual Framework
U.S. Department of Education. (2009). Evaluation of Evidence-Based Practices in Online Learning A Meta-Analysis and Review of Online Learning Studies. Note: Read "Conceptual Framework for Online Learning," p. 3-6 (actual page 23-26)
In this report, it discussed three dimension of online learning framework. We will explore these three dimensions from different aspects, four types of interaction and collaboration.
Effective Distributed Learning Environment (ETC677) and Network Learning Environment (ETC647) designs should integrate "Interactive" dimension mainly with some in "Active" and "Expository" dimensions. When we design any technology instructions, we should apply these three dimensions to guide instructional designs.
Expository
"Expository instruction—Digital devices transmit knowledge (U.S. Department of Education, 2009, p.3)"
Expository learning focuses on one or two of four types of interactions, learner-learner, learner-content, learner-instructor, and learner-interface. Typically, it focuses on learner-content or learner-instructor interaction only. Expository is not considered an effective instructional design for online learning.
Example:
In Distributed Learning Environments (DLE): Students access static online reading materials, print reading materials, and read on paper.
In Network Learning Environments (NLE): Instructors use wiki to create online reading materials. Learners read reading materials on wiki or on papers. Learners do not have privilege to contribute or edit wiki learning materials.
Active
"Active learning—The learner builds knowledge through inquiry-based manipulation of digital artifacts such as online drills, simulations, games, or microworlds (U.S. Department of Education, 2009, p.3)"
In Active dimension, we should focus on multiple types of interactions, learner-learner, learner-content, learner-instructor, and learner-interface; particularly we need to focus on learner-learner, learner-content, and learner instructor interactions.
Active is considered as traditional online learning concept; however, it is has certain degree of values. Effective online learning should integrate “Active” and “Interactive” instructional strategies to support online teaching and learning.
Example:
In Distributed Learning Environments (DLE): Instructors apply static web page to deliver WebQuest (WQ). Students visit WQ online, complete WQ, use word processor to complete their WQ responses, and turn in WQ activity via e-mail to instructors.
In Network Learning Environments (NLE): Instructors create WQ on wiki. Learners complete WQ, and submit their WQ responses to wiki.
Interactive
"Interactive learning—The learner builds knowledge through inquiry-based collaborative interaction with other learners; teachers become co-learners and act as facilitators (U.S. Department of Education, 2009, p.4)"
In “Interactive” dimension, we should focus on multiple dimensions of interactions, learner-learner, learner-content, learner-instructor, and learner-interface; particularly we need to focus on Learner-Learner interaction and online collaborative learner-learner interaction.
Interactive dimension in online learning framework is the most important one to integrate into our online instructions. Effective online instructional designs focus on “Online Interactive Collaboration” that engage learners in online collaborative activities with enhance of emerging online technologies, such as participatory, UGC (User-Generated Content), mashup, RSS, Personal Learning Environment etc.
Example:
In Distributed Learning Environments (DLE): ETC677's Assignment 3 & 6: Group treatise paper outline & Group treatise paper
In Network Learning Environments (NLE): ETC647's Lesson Content Developments