Level 1

Level 1: Explore Effective Online Learning Components

Suggested Prerequisite Skills for Level 1:

  • Working knowledge of a digital device

  • Working knowledge of Google Docs and Forms

Approximate Completion Time: 3 hours

Goal: To educate learners on effective online learning components.

Objectives:

  • To familiarize learners with vocabulary relevant to online learning.

  • To understand the differences between asynchronous and synchronous learning.

  • To familiarize learners with the National Educational Technology Standards for Students.

  • To determine how online learning differs from in-person learning.

  • To understand the benefits and obstacles of online learning.

  • To understand the role of educators in online learning.


Assessment:

Upon completion of this level, you will understand relevant online learning vocabulary, the differences between asynchronous and synchronous learning, ISTE Standards for Educators and the benefits and obstacles of online learning. In addition you will be able to differentiate between online and in-person learning. The assessment will ask you questions related to your learning.

Level 1 Introduction

To begin Level 1, watch the video below (2:23) and document your thoughts or questions in your digital journal.

Learning the Lingo

Take the opportunity to familiarize yourself with some vocabulary terms that you will see throughout this module. Create a free account with Quizlet to interact with the vocabulary terms. Click the "Train with Terminology" button below to begin.

Click here for a PDF downloadable copy of the terms.

Once you feel comfortable with the terms, check your understanding of the terms with this short quiz by clicking the "Terminology Check for Understanding" button below.

Synchronous vs. Asynchronous

Detect the Differences

What are the differences between synchronous and asynchronous learning? Columbia CTL (n.d.) discussed how synchronous and asynchronous learning options involve students and teachers in collaborative learning. Utilizing both synchronous and asynchronous options in instruction fosters community among students who are isolated from one another while learning remotely. The Best Schools' website (2021) offered an article highlighting the differences between synchronous and asynchronous learning - click this link to an article. As you read the article, consider how you can incorporate asynchronous learning to allow students the opportunity to complete tasks at their leisure. Darby and Lang (2019) discussed the importance of encouraging student learners as they take more responsibility for their learning. As you read the article, record any important notes or questions you have in your online journal.

When you are finished reading the article from The Best Schools' website, take the Synchronous or Asynchronous Learning quiz linked to the left to check your understanding of what synchronous and asynchronous learning looks like. Be sure to use the same email address you started the PLM with.

Search the Standards

Harasim (2012) stated many educators see traditional classroom work as priority to technology activities. In fact, the technology standards can be paired with traditional curriculum to facilitate student learning and digital competence.

To familiarize yourself with the ISTE Standards for Educators, you have two options. Choose Option 1 or Option 2, and if you're feeling ambitious, choose both.

Option 1: Click the drop down arrow to the right of each standard to explore each of the ISTE Standards for Educators.

Learner

Educators continually improve their practice by learning from and with others and exploring proven and promising practices that leverage technology to improve student learning. Educators:

1a

Set professional learning goals to explore and apply pedagogical approaches made possible by technology and reflect on their effectiveness.

1b

Pursue professional interests by creating and actively participating in local and global learning networks.

1c

Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.

Leader

Educators seek out opportunities for leadership to support student empowerment and success and to improve teaching and learning. Educators:

2a

Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

2b

Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students.

2c

Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.


Citizen

Educators inspire students to positively contribute to and responsibly participate in the digital world. Educators:

3a

Create experiences for learners to make positive, socially responsible contributions and exhibit empathetic behavior online that build relationships and community.

3b

Establish a learning culture that promotes curiosity and critical examination of online resources and fosters digital literacy and media fluency.

3c

Mentor students in safe, legal and ethical practices with digital tools and the protection of intellectual rights and property.

3d

Model and promote management of personal data and digital identity and protect student data privacy.


Collaborator


Educators dedicate time to collaborate with both colleagues and students to improve practice, discover and share resources and ideas, and solve problems. Educators:

4a

Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology.

4b

Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues.

4c

Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.

4d

Demonstrate cultural competency when communicating with students, parents and colleagues and interact with them as co-collaborators in student learning.


Designer

Educators design authentic, learner-driven activities and environments that recognize and accommodate learner variability. Educators:

5a

Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.

5b

Design authentic learning activities that align with content area standards and use digital tools and resources to maximize active, deep learning.

5c

Explore and apply instructional design principles to create innovative digital learning environments that engage and support learning.


Facilitator

Educators facilitate learning with technology to support student achievement of the ISTE Standards for Students. Educators:

6a

Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.

6b

Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.

6c

Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.

6d

Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.


Analyst

Educators understand and use data to drive their instruction and support students in achieving their learning goals. Educators:

7a

Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.

7b

Use technology to design and implement a variety of formative and summative assessments that accommodate learner needs, provide timely feedback to students and inform instruction.

7c

Use assessment data to guide progress and communicate with students, parents and education stakeholders to build student self-direction.


Option 2: Click the link below. You will complete an interactive standards based activity. The ISTE Standards for Educators are linked within the activity for your convenience.

When you have familiarized yourself with the ISTE Standards for Educators, use your digital journal to reflect. How do you currently use any of the seven standards in your planning for online learning? Next, determine which of the seven standards you need to develop further and brainstorm a few ways to in incorporate them in your planning.

For further exploration of the the ISTE Standards for Students and Educational Leaders, links are provided under Additional Resources at the bottom of this page.

In-Person vs. Online Learning

Cooney (2020) created a list of the differences between in-person and online learning. If you want to read more of her blog article, click this link.

In the graphic below from Cooney (2020), specific characteristics of in-person and online learning are explained in the blue rows. Take a look at the differences between in-person and online delivery. Create a two column chart in your journal. Label one In-Person Learning and the other Online Learning. Create bullet notes in each column of what you do currently to facilitate in-person learning and online learning. Also note what you could change or improve on with both.

In-Person Learning

Educators engage with students in the classroom, office hours, phone and mail.
Students engage with each other through in-class discussions, lab work, and team assignments.
Educators design is thoughtful, challenging and research based with assignments, activities, exams delivered in person or with learning management tools or course websites.
Students are held accountable by academic integrity and student conduct standards outlined in syllabi and use it to stay on top of assignments & deadlines.
Students take exams via learning management tool, in labs, or via hard copy during scheduled class sessions.
Educators grade student assignments based on rubrics & other grading criteria.

Online Learning

Educators engage with students via live virtual sessions, virtual office hours, email, video chat, & phone.
Students engage with each other through discussion forum, group work, & peer evaluation.
Educators design thoughtful, challenging, and research-based lecture, assignments, & exams delivered synchronously or asynchronously via various digital tools.
Students are held accountable by academic integrity and student conduct standards outlined in the syllabi and use it to stay on top of assignments and deadlines.
Students take exams asynchronously via learning management tool or synchronously using an exam proctoring service.
Educators grade student assignments based on rubrics & other grading criteria.


Benefits and Obstacles to Online Learning

Effective technology integration must support four key components of learning: active engagement, frequent interaction and feedback, connection to real-world activities and experts, and collaborative activities (Chickering & Gameson, 2001; Darby & Lang, 2019). Explore more about the benefits and obstacles by clicking on the Prezi below. Be sure to click present to view the presentation.

Click here for the PDF transcript of the slide presentation.

Key Learning Points

Key points to note from the presentation include the following:

  • Effective technological integration must support four key components of learning: active engagement, frequent interaction and feedback, connection to real world activities and experts, and collaborative activities (Chickering & Gameson, 2001; Darby & Lang, 2019).

  • Some of the challenges faced while integrating technology: lack of adequate technology, keeping up with the changes, need for training, changing roles, digital citizenship and media literacy

  • The benefits of integrating technology with teaching are motivation, critical thinking, collaboration, real world preparation, and teaching efficiency.

  • Using technology to the optimum level, both by the instructor and the student, leads to desired results in a learning environment.

Check for Understanding

After you have explored the Prezi, check your understanding by completing the Level 1: Check for Understanding.

Role of Educators in Online Learning

Harasim (2012) highlighted the importance of educators fully understanding their role in online learning. Titled Online Collaborative Learning (OCL), Harasim (2012) discussed the importance of educators realizing they are a facilitator for collaborative learning with their students. The collaboration is not strictly between students, but it is also between educators and students. It is the teacher who structures the course, determines what learning takes place synchronously and asynchronously, facilitates the verbal and written discourse in the course, and mediates between students the knowledge they are seeking (Harasim, 2012). The educator facilitates the pathway for students to explore and grow in their knowledge. It is with this mentality that educators see themselves as the link between students and technology to deepen students' knowledge (Harasim, 2012). As facilitators of learning, educators offer learners resources and learning experiences to help them build their knowledge (Harasim, 2012). This partnership reflects the collaboration between educators and students needed to engage learners in online learning.

Putting It All Together

At the novice level, educators should have familiarity with basics of online learning. In Level 1, you have learned about some of the necessary vocabulary, the differences between synchronous and asynchronous learning, become familiar with the ISTE (2007) standards, explored common challenges and benefits of online learning, and considered the shift in the role of educator in online learning. Hopefully, you are have added knowledge to your existing knowledge base and can consider yourself an emerging learner in online learning at this point.

At any level, but especially at the novice or emerging level, educators must continue to seek out training and professional learning to increase their confidence and comfort with designing online learning opportunities for students (Harasim, 2012). As you transition to the Wrap-Up and Assessment for Level 1, what specific things have you learned about that you can implement to better facilitate online learning for your students?