Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interaction in distance education and online learning: using evidence and theory to improve practice. Journal of Computing in Higher Education, 23, 82-103. In short, this article gives insight on the effectiveness of distance education (including online and web based) in comparison to a traditional learning environment. Researchers analyzed evidence from 232 studies that correlated the importance of goal setting, supportive relationships, and self-visualization for the learner to be successful. They also give insight on improvements for the next generation of distance education learners. It states that distance learners need a great relationship between three types of interactions: peer-to-peer, between teacher and student and student and content to remain engaged and motivated externally. The authors find that distance education (DE) gives learners convenience and flexibility (time, ability to learn from anywhere with an Internet connection) but evidence also finds students prefer not to oversee their own learning over teacher led learning. There should be a clear curriculum that is attainable but challenging. What is most important is a familiarity with the learning management tool being utilized (Blackboard, Canvas, PowerSchool, Google Classroom). They agree that distance learners must use self-regulation tactics to be successful. Being able to process, regulate and demonstrate information are big factors online learners must control opposed to in-person learning. Student must be able to maintain clear goals (goal setting) and process the ability to structure effective eLearning strategies. Self-actualization is part of the puzzle and has to do with self-control. Strengths of the article include comparing different researchers’ findings to correlate the best conditions for a high-level learner to remain motivated. Another multimedia learning principle that is suggested is to combine/merge with instructional design methods to attribute to more integrated interactive technologies. This article was on target for me. They defined instructional design differently (the practice of maximizing the effectiveness, efficiency and appeal of instruction and other learning experience. It's not just about the aesthetics of the design but improvements in DE to develop tools for the next generation referred to as interactive distance education (IDE2). The current wave of technology is getting more hands-on with virtual reality, CGI and its truly only enhancing the ability to learn visually, verbally and conveniently. This article gave me insight that supports that my background in ID will need to make my projects more interactive with technology. The next generation (IDE2) has built on its roots in interactive technology. Suggested read: Cadapan, R. R., Tindowen, D. J., Mendezabal, M. J., & Quilang, P. (2022). Graduate school students’ self-efficacy toward online learning in the midst of the COVID-19 pandemic. International Journal of Evaluation and Research in Education (IJERE), 11(2), 555–564. https://doi.org/10.11591/ijere.v11i2.21856 Covid-19 is like “the elephant in the room”. It caused a major shift in the need for online, blended and distance learning materials being more acceptable by making it one of the best options for learners to continue education. I agree with this article statement that “computer-based learning has emerged as the closest replacement for offline teaching in the absence of conventional classroom teaching and one-to-one contact”. But there is still a digital divide and also an evaluation that surrounds the notion of graduate students’ need to be self-controlled. Although the authors state conditions of self-efficacy I think of it as self-control. These Northern Philippine adult learners had to adapt to online learning without much introduction to it before. self-efficacy self-regulated learning instructional design technology edu800 annotation week7 distance digital
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