Self-Regulated Learning (SRL) - Describes the process of learners who arrive at their studies outside of a context in which a teacher or direct supervisor is instructing them what to do next, and how to do it. These students must manage themselves, and independently find their own path to success.
Extraneous Cognitive Load - Consists of the information and effort around learning, which slows down focus and ultimately leads to a higher level of energy use, and increased likelihood of task abandonment.
Asynchronous - Defines any learning situation where a student does not arrive at classes or meetings at a set time with other students. Classes that meet online over Zoom, for example, are not asynchronous, as they have scheduled occurrences that a student must attend.
Distance Learning - Learning in which students are physically separate from their instructor and peers. Today, distance learning usually refers to online programming, but not always!
Lifecycle Management- This internal department determines all automated messaging (currently emails) sent to students throughout their "lifecycle" at Onlineschool. This includes everything from welcome messaging, to reminders around exams, to encouragement when assessments received low grades,
Mayer, R. E. (2018). Designing multimedia instruction in anatomy: An evidence-based approach. Clinical Anatomy, 33(1), 2–11. https://doi.org/10.1002/ca.23265
How We Learn, EDU 6319
This source outlines best practices in digital learning through the lens of cognitive science. Particularly relevant to my focus is Mayer’s spatial contiguity principle. According to this principle, placing information in one closely aligned location allows learners to learn more deeply and efficiently. The need to context switch through multiple locations increases cognitive load and thereby reduces motivation and sustained learning. This applies to both the micro level of an individual instructive slide– to an entire LMS presenting multiple modules of instruction. In other words, cohesion and proximity promote learning by enabling a reduction of friction caused by extraneous cognitive function.
Carneiro, R., Lefrere, P., Steffens, K., & Underwood, J. (2011). Self-regulated learning in Technology Enhanced Learning Environments: A European perspective (Vol. 5, Ser. Technology Enhanced Learning). Sense Publishers.
How We Learn, EDU 6319
In this comprehensive study, researchers underline the idea that self-regulation— or the act of autonomy in students that allows them to “take charge of their own learning”— is not intuitive and must be guided and nurtured through educational strategies (pp. vii). In this way, the source underlines the “why” behind sending encouragement, timely reminders, and various kinds of engagement to online learners throughout the remote, asynchronous learning process.
Hodell, C. (2021). Chapter 3: The Adult Learner. In Introduction to instructional systems design: Theory and practice (pp. 62–85). essay, ATD Press.
Foundations of Instructional Design, EDU 6334
The third chapter of this formative text focuses on what makes the Adult Learner unique. Students at OnlineSchool.com occupy both the younger, Gen Z, space and the older, adult learner. As a result, our support model needs to support both demographics. In this source, Hodell highlights the competing priorities facing adults, and the need to streamline content in efficient, manageable mediums. The sections titled “Adult Learners and Competing Priorities”, as well as “Need to Know” support the idea that unorganized communications can prevent already busy, mature learners from engaging with the necessary, core components of the course work. Ultimately, this can lead to low outcomes and decreased motivation at the course of my problem of practice.
James, T.L., Zhang, J., Li, H., Ziegelmayer, J.L. and Villacis-Calderon, E.D. (2022), "The moderating effect of technology overload on the ability of online learning to meet students' basic psychological needs", Information Technology & People, Vol. 35 No. 4, pp. 1364-1382. https://doi.org/10.1108/ITP-03-2021-0225
This study directly observes the learning needs and habits of students learning online. It indicates that online students, in particular, are at risk of a technology overload when information is not streamlined. The effects of this overload are outlined in the memorable quote below:
"Moreover, we find that technology overload and lack of technology experience can directly drive [basic psychological needs] frustration, which decreases positive outcomes and increases academic anxiety."
Sampson, N. (2003). Meeting the needs of distance learners. Language learning & technology, 7(3), 103-118.
The theories in this article cover the specific needs of remote/distance learners. For my purposes, it creates a very strong foundation for why this environment can be so challenging. In doing so, it once again highlights the need for strong, focused scaffolding that allows students to self-regulate and arrive at their coursework with a clear understanding of what is needed, and where they need to go to do it. A stand-out quote:
Kirkup and Jones (1996) believe that the success of distance learning courses "cannot be assumed" (p. 277). Sharp cut-off dates for tutor-marked assignments, rigidity of learning content and materials, and inflexible learning structures are all common in distance education systems (Keegan, 1990), and are factors that clearly will not meet the needs of all learners. Kirkup and Jones (1996) summarise the most significant weaknesses of distance education as (a) its inability to offer dialogue in the way that conventional face-to-face education does; (b) the inflexibility of its content and study method; and (c) the isolation and individualisation of the student.
Threlkeld, R., & Brzoska, K. (1994). Research in distance education. In B. Willis (Ed.), Distance education: Strategies and tools (pp. 41-66). Englewood Cliffs, NJ: Educational Technology Publications.
While older, this text shares early research on the efficacy of in-person learning vs. distance learning. Interestingly, it reveals that no evidence indicated that one medium was superior to the other. In fact, "the instructional medium doesn't appear to make any important difference in student achievement, attitudes, and retention" (p. 42). What matters more is the packaging around that learning, and the strategies adopted for engagement. I found this source potentially encouraging for individuals who might feel that online learners will always struggle more, regardless of the mediums and tactics we use to engage them and share important correspondence. According to this study, that is false.