Best Practices Review

The positive trend toward online learning has certainly captured attention from university and corporate learning channels the past two decades.   Early renditions of online coursework often consisted of porting of traditional face to face content with little concern for effective learning.  This commonly known phenomenon became responsible for the negative label that distance learning earned and what current proponents of online learning find challenge within training and academic circles today. Considering this issue, online learning best practices are a particular area of study. Recently I found three studies relating to adult online learning to look for conclusions on what is considered effective for a distance learning environment and, if there were any connections – similarities found in the these distinctive studies.

Study 1:  The Effect of Student Background in E-Learning- Longitudinal Study (2008)

Summary:  This study’s purpose was to find if the background of a student makes a difference in their academic performance.  A comparison was made between undergraduate and adult learners in both online and face-to-face environments. Nearly 500 students were the subjects in a university setting.  The analysis found that:

·      There was no difference in learning achievement based on delivery or student type

·      Adult students started both types of classes with a better understanding of information systems and digital organization.

·      Online traditional students (undergraduates) indicated a greater learning achievement, based in grade, than their face-to-face counterparts.

·      Students more competent with technology did better in the online environment

·      Suggestive motivations may exist for adult learners to have a flexible time-frame to complete assignments

Future considerations:  Is there a difference between personality of students and their online performance in online and face-to-face classes?

Study 2:  Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses

Summary:  The study focus was on the design, development and evaluation of twenty-two online science courses for adult learners. The goal was to find what was needed to improve design for the learning environment.  A total of 786 student participants enrolled in classes limited to 20 students in each learning management system class. The courses included synchronous and asynchronous activities. Three axes were selected to report findings, 1) Information and support provided to learners in the beginning of and during their studies; 2) Learner performance and; 3) Learner satisfaction. Further division of these three areas was provided in what was termed sub axes – divisions under each of the three axes. The axis one results were derived from (B) beginning, (M) middle and (E) end-term questionnaires. The results indicated that:

•(B) learners chose an online course because no face-to-face course was required

•(B) motivation for enrollment was to improve their background or gain a diploma

•(B) sufficient materials were found to support science content within the course

•(M) 78% of students found that course meets expectations

•(M) Difficulties in course were primarily technical based – not able to log in or forgetting passwords. Secondary student concern was the growing level high level of scientific content.

•(M) The majority of learners would have liked to have more support from their instructor studying the material.

•(E) Seventy-five percent of learners reported at least moderate difficulties that were overcome with some effort

•(E) Six percent of learners experienced trouble that made them want to abandon the course.

•(E) Fifty-five percent felt very satisfied with their online experience support.

Axis two, Learner performance results were as follows:

•(B) Seventy-six percent of the learners expected to face moderate difficulty with the science content

•(B) Ninety-four percent indicated extended experience on the use of personal computers

•(B) More that 60% of learners planned to spend 1-3 hours per week on work

•(M) There were 45% of learners who were experiencing difficulty with the content with 55% attributing it to their background

•(M) Fifty-eight percent found interaction with peers helpful/41% found it neutral

• (M) Forty-five percent were spending 1-3 hours on work, 38% five or more hours

•(E) Twenty-five percent were not satisfied with their performance, 58% were satisfied.

•(E) Twenty percent felt that they did not reach their goal in the course (23.7 % failed)

Axis three, Learner satisfaction results were as follows:

•(B) Seventy-seven had great expectations for the knowledge and experience to be gained

•(B) Ninety-one percent online wanted to communicate with classmates once a week.

•(B) Fifty percent wanted only one to two evaluations per course while 32% wanted continuous evaluation

•(M) Fifteen percent felt discouraged and alone, 33% hardly used the forum at all, and 23% used the forum for help frequently

•(M) The majority of students said that continuous evaluation would be more motivating and also help with studying rate

•(M)  More than 80% were satisfied at mid-point

•(E) More than 80% of students found the learning content and experience beneficial

•(E) Only 47% believed the course to be beneficial in creating professional relationships

•(E) Only 50% of learners found that the learning platform was sufficient to use as a learning environment

There were many other results in this study and wading through the percentages was a feat; however, just from those report here on the primary axes, it is clear that there were strengths and weaknesses in the learning model. The researchers reported that the failure and dropout rate was similar to that of traditional courses so it was not a concern. One point of interest was that instructors considered the online courses as an opportunity to teach through a structured, linear sequence of learning problem solving activities and believed it had the potential to be more effective than other models offered.

Study 3:  The Influence of Adult Learner’s Self Directed Learning Readiness and Network Literacy on Online Learning Effectiveness: A Study of Civil Servants in Taiwan

Summary:  The study examined the self-directed learning readiness (SDLR) in a web-based training program designed for adults. Participants were 283 civil servants enrolled in an asynchronous learning program. The question of the study was to discover how SDLR, computer literacy and online learning effectiveness impact the overall learning of content.

Results:  The study found that the most important factor in online learning success was the self-directed learning factor (SDLR) measured by the Guglielmino SDLRS covering motivational personality traits.  Also, two areas of computer literacy were dominant in the most successful learners – Internet literacy and information evaluation.  The only low scoring areas on usage by the majority of the adult learners was related to discussion boards I often express my thoughts on the discussion board and I often reply to others’ postings on the discussion board. These were not required in the course but made available which few chose to use. An interesting study was cited that described how students ignore posts unless the instructor actively responds in discussions (Conrad, 2002).

Conrad, D. (2002). Engagement, Excitement, anxiety and fear:  Learners’ experiences of starting an online course. The American Journal of Distance Education, 16(4), 205-226.

A Comparison of ideas:

Although the three studies are about adult online learning, there was not a great deal that they shared as conclusive best practices; however, there were several points made that could be listed as best practice principles.  The first study basically proved that online learning is just as effective as face-to-face learning and that good teaching and bad teaching can occur in either environment. The outlying point was that adult students seemed to be better motivated to the online environment due to its flexibility.

Study two conformed that content must have multiple support mechanisms and instructor interaction to facilitate the learning process.  As the content got more difficult, learners needed to support one another more as well. This did not happen automatically within the courses. The workload increased beyond student expectations by mid-course. Time in study for at least a quarter of the group went from up to three hours to five or more hours. Evaluations were also viewed as a form of communication with the instructor and the continuous type became the mode of choice as students progressed.

Study three found that a personal drive to learn is the most important factor. This would correlate to the skill levels of the adult learners in all studies, as they as a majority were experienced in field and more motivated to take on the learning online.  Study three discounted the use of discussion boards but referenced the potential need for such activities. This would also be indicated in the second study.  In all three studies, it would indicate that comfort using technology is a key factor to online course success. Personally, I would like to learn more about the Guglielmino SDLRS profile exam.

Referenced Studies

Antonis, K., Daradoumis, T., Papadakis, S., & Simos, C. (2011). Evaluation of the Effectiveness of a Web-Based Learning Design for Adult Computer Science Courses. IEEE Transactions On Education, 54(3), 374-380. doi:10.1109/TE.2010.2060263

Boghikian-Whitby, S., & Mortagy, Y. (2008). The Effect of Student Background in E-Learning -- Longitudinal Study. Issues In Informing Science & Information Technology, 5107-126.

Lai, H. (2011) The Influence of Adult Learner’s Self-Directed Learning Readiness and Network Literacy on Online Learning Effectiveness: A Study of Civil Servants in Taiwan. Educational Technology and Society, 14(2), 98-106.