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Is online . . . . . . . Learning

Effective Learning and Teaching . . .

• be appropriately varied and of a consistently high standard;

• be well matched to learners’ needs;

• take full account of learners’ prior learning and attainment;

• ensure lessons are well structured and planned with clear outcomes;

• ensure that the purpose of lessons is shared with learners;

• use praise effectively;

• ensure explanations, expositions and instructions are clear;

Perth and Kinross strategy for improving learning and teaching

Effective Learning and Teaching . . .

• engage learners through discussion, dialogue and interaction;

• encourage learners to express their views and ask questions;

• include skilled use of questioning to stimulate learners’ interest and check and develop pupils’ understanding;

• motivate learners and develop their independent learning skills;

• encourage and value learners’ contributions, promote learning and build confidence;

• involve learners in evaluating teaching approaches;

• make regular and effective use of ICT to support and extend learning.

Perth and Kinross strategy for improving learning and teaching

Teachers . . . .

“On a day-to-day basis, they are expected to stretch gifted students and engage troubled teenagers."

"International research shows that teacher quality is the single most important factor .......

As a 2007 report from McKinsey stated, “the quality of an education system cannot exceed the quality of its teachers”.

Nick Gibb, Minister of State for Schools, May 26 2012

The promise of the internet

John Chambers, CEO of Cisco systems

“I truly believe that the Internet and education are the two great equalizers in life, levelling the playing field for people, companies and countries worldwide. By providing greater access to educational opportunities through the Internet, students are able to learn more. Workers have greater access to e-Learning opportunities to enhance and increase their skills. And companies and schools can decrease costs by utilizing technology for greater productivity (Chambers, 2002).”

A systematic and critical review of learning styles

Newcastle University published in 2004 Frank Coffield, Kathryn Ecclestone, Elaine Hall and David Moseley.

Identified 71 different theories of learning style

“Most disappointingly, we found little good evidence to suggest that teaching influenced by the idea of learning styles has a significant effect on achievement or motivation.”

“There is an emphasis away from learning on to learner characteristics, underplaying the importance of acquiring subject knowledge and skills and obscuring the differences between the learning cultures of different subjects.”

“What is Effective Learning?” . . . . . NSIN 2002

only makes sense when context and goals are specified. Effective for when? Effective for what?

• the knowledge base in society is increasing rapidly, and now doubles every 373 days. Teaching knowledge is an anachronism.

• a wider range of the population process and generate knowledge. Information is not the possession of a few “experts”.

• employment prospects relate more to the ability to enhance and transfer learning. The accumulation of qualifications is not enough.

• the landscape of learning is much wider and richer, involving multiple contexts, modes and sources.

Learning is no longer the province of special institutions: it is a way of being. In such a context the goals of learning need to focus less on knowledge acquisition by individuals, and more on knowledge-generation with others.

“If teaching was as simple as telling, we’d all be a lot smarter than we are”, Mark twain

 

What makes e-learning effective is, of course, typically in the eye of the beholder. One person's toast and jam may be another person's steak and kidney pie. This is what makes the drafting of a set of guidelines for effective e-learning so difficult. Follow the guidelines exactly, and you still may have provided some e-learning which, while it satisfies the CEO's artistic eye, does not capture the attention and interest of the students.

Stephen Downes, April 26, 2005

The evidence on online education

Scott Jaschik , June 29, 2009

The study found that students who took all or part of their instruction online performed better, on average, than those taking the same course through face-to-face instruction.  

Further, those who took "blended" courses -- those that combine elements of online learning and face-to-face instruction -- appeared to do best of all. That finding could be significant as many colleges report that blended instruction is among the fastest-growing types of enrolment.

 

So what are you thinking?

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Blended Learning?

VLE

The Virtual Classroom?

VLE +

Virtual blended learning?