current practices in online learning

CURRENT PRACTICES IN ONLINE LEARNING C. Morón, G. de Ignacio, E. Tremps, F.J. Maganto, C. Viñas, J.A. Somolinos* and A. García E.U. Arquitectura Técnica (U.P.M.), Madrid / Spain * Dpto. Sistemas Oceanicos y Navales, ETSI Navales (UPM), Madrid / Spain [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected]

Abstract Although questions are important in all learning settings, they are especially important in the online classroom. Certain practices for questioning used within the traditional classroom do not apply to the online education environment. Strategies such as wait time, eye contact, and tone are not relevant. Lack of voice inflection and sole reliance on text-based communication can lead to misunderstandings. Questions posed in the online setting can be more easily misunderstood than those posed in the classroom. Questions can also help online students engage with others. When an instructor poses a specific question to a student, or student group, the students can assume that the instructor is truly interested in what they think, feel, and know. Questions can also be used to create an online dialog between students and instructors, thus increasing the dynamics of the online classroom. The use of questions may even serve as a form of motivation for students and help the student to feel more intimately involved in the online classroom. Classroom questioning can have similar benefits, with the added ease and advantage of nonverbal communication. The purpose of this work was to review the literature to identify the best practice for facilitating online discussions Keywords - Distance learning, e-learning.

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INTRODUCTION

Internet has significantly impacted the establishment of Internet-based education, or e-learning. Internet technology evolution and e-business has affected all industrial and commercial activity and accelerated e-learning industry growth. It has also fostered the collaboration of education and Internet technology by increasing the volume and speed of information transfer and simplifying knowledge management and exchange tasks [1]. E-Learning could become an alternative way to deliver on-thejob training for many companies, saving money, employee transportation time, and other expenditures [2]. An e-learning platform is an emerging tool for corporate training [3]. Employees can acquire competences and problem solving abilities via Internet learning for benefits among business enterprises, employees, and societies while at work [4]. Since the adoption of Internet as the common channel for delivering teaching material in electronic form, the word e-learning, previously used for defining the teaching methodologies involving electronic aids, has been used as synonym of distance learning through Internet. Internet makes available resources (hardware, software, data and knowledge) distributed worldwide, reaching the students or workers at their homes with a minimum connection cost. The first approaches to e-learning in the most common meaning were based on online self-study, using Web-based teaching aids to enable the learner in determining his/her own time schedule. The most common format for the Web-based teaching aids was text files or graphic presentations describing the content of the classroom lectures. Once the available bandwidth has increased, audio and video aids have been adopted too. The lack of interactivity with the teacher of such solutions has been first faced realizing online forums and direct communication based on e-mail. Then, provided enough bandwidth availability, the adoption of audio/video conferencing has been preferred. Currently e-learning is based on complex virtual collaborative environments where the learners can interact with other learners and with the tutors or the teacher [5]. It is possible to give the learners

Proceedings of INTED2010 Conference. 8-10 March 2010, Valencia, Spain.

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ISBN:978-84-613-5538-9

different synchronous and asynchronous services. The former group includes virtual classrooms and individual sessions with the teacher or tutors. The latter group includes the classic didactic materials as well as Web-based seminars or simulations always online [6]. These functions can be usually accessed by the means of software platforms called Learning Management Systems (LMSs). However, as the Web becomes a pervasive tool in nursing education, many associate degree nursing programs are using Web based courses or Web-enhanced classroom learning opportunities for selected content. Online discussions can be important in extending classroom opportunities and promoting student interaction and even critical thinking about a topic. When discussions move online, missing classroom immediacy and verbal and nonverbal prompts, the context for faculty and student discussions and questioning is changed. Challenges accompanying online discussions as opposed to classroom discussions can be quite different. Traditional classroom instructors are able to steer discussions based on verbal and nonverbal student cues. The lack of personal contact in the online classroom makes it necessary to have very clear guidelines and clearly stated student expectations for participation in online discussions. Because students often want individual feedback on discussion postings from instructors, this may become cumbersome without clear faculty participation or monitoring guides. Knowing goals for utilizing online discussions is another issue so that discussions do not just become “busywork” for the students. On the other hand, questions can be used as dialog motivation, discussion starters, learning tools, assignments, and project feedback. Using questions as a part of an assignment or project feedback allows both the instructor and the student to further clarify thoughts and ideas. As noted by Elder and Paul [7], the questions we ask impact the answers we receive. Although the art and science of questioning have been considered for many years, the use of online education changes the context for questions. When classrooms move online, the context for faculty and student questioning changes. Best approaches to using questioning as a tool for engaging students in the online classroom have received little attention. On the basis of a project to explore the available literature regarding questioning in the online environment, this article highlights models and strategies for using questioning across diverse settings. Key points and tips for using questions in day-to-day assignments are provided. What are the best practices in leading online discussions? The purpose of this work was to review the literature to identify the best practice for facilitating online discussions. The method included review of any databases using terms including online discussion, nursing education, discussion and Internet, facilitating online learning, and facilitating online discussions.

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OBJETIVES OF ONLINE DISCUSSION

Although students sometimes note missing face-to-face interactions such as nonverbal communication and direct humor expressions with online learning [8], this approach is accepted and rapidly increasing. An initial benefit of online discussion according to [9] is that students have more time to consider their thoughts. Collins and Berge [10] reported other advantages of online conferencing such as convenience, use of guest experts, and interaction for students who are distant from one another. Buckley, Beyna, and Brown [11] echoed the benefits of online discussion, noting that a well-planned online discussion helps faculty members meet class objectives and engage students for collaborative learning. These authors also discussed that online discussions are advantageous for quieter students and that they promote active learning. Hermann [12] reported the encouragement and support of collaborative learning, active learning, higher order thinking, enhancement of writing skills, and socialization among professionals as advantages to online learning. In addition, students who used online discussion for clinical post conference had deeper discussions, especially related to personal reflections and awareness. Also related to online discussions, numerous studies reported student social interaction as a key to student success. Bullen [13] stressed the importance of including socialization in course design. Woods and Baker [14] described interaction and immediacy as being intertwined and emphasized the need for learning to take place in a social context. Allan [15] also reported that social interactions are important to online learners. Prestera and Moller [9] stated the importance of student interaction to

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student learning. Stodel et al. [8] stated that students' feelings of community are dependent on social relationships with peers and professors. In traditional classrooms, Daroszewski, Kinswer, and Lloyd [16] suggested a two-tiered discussion format that combined online discussion with traditional classroom work. The purpose is to enhance active learning, encourage further discussions, increase comprehension of abstract concepts, and encourage critical thinking and social interactions. Using tiered discussions may encourage students to continue reflection on work done in class, promoting academic and professional growth.

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FRAMEWORKS FOR ONLINE LEARNING

Various frameworks for online learning and discussion exist. White [17] discussed four frameworks for online facilitation which include the following: understand the concept of facilitation (online and in person), participate in planning and building discussions, be involved in the group's discussion purpose, and have selected discussion tools and processes available. Moore's transactional distance theory describes three types of interaction which are possible in online discussions including learner– content interaction, learner–instructor interaction, and learner–learner interaction [14]. In addition, the seven principles for good educational practice in online learning [18] have relevance to facilitating online discussion. The seven principles for good practice include providing multiple interaction opportunities, giving timely feedback, designing courses that emphasize higher level thinking activities, focusing on active learning tasks with student time commitments, clearly defining high student expectations, and respecting diverse learners. Providing students with important course or assignment orientation information is additionally noted. Halstead [19] reported that both student and faculty expectations for interaction play a key factor in online learning. Theoretical frameworks specifically related to immediacy and interactions in online learning are also discussed [14]. Verbal immediacy is discussed with specific examples including using questions, using humour, addressing students by name, sharing personal examples, and initiating discussion. The constructivist framework is used in the intertwining of interaction and immediacy [14].

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STUDENT ROLES IN DISCUSSIONS

Bonnel [20] noted that students have important roles in promoting their own active learning in the online classroom. Although research is limited, recommended strategies for engaging students in online discussions exist. Assigning varying discussion roles to students has been recommended by some. Persell [21] recommended discussions that were structured by providing students with one of three rotating roles each week, starters, responders, and integrators. Starters discussed what they learned from the reading and raised questions from the material. Responders responded to those questions and posted new questions. Integrators combined and analyzed the readings and added additional questions. This study suggests that student interaction increased by the end of the semester. Although an interesting concept, instructor workload for this project was reported to be high. Stodel et al. [8] also discussed the benefits of having a student as discussion leader and facilitator. Student reflection, which is important in discussion postings, is also reported as being a key to student development [12]. Students' learning styles likely influence students' preferences to various discussion approaches. A learning style inventory of online learner's results reported a high number of kinesthetic learners [22].

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FACULTY ROLES IN DISCUSSION

Heuer and King [23] described faculty roles in online discussion as multidimensional and similar to the complexities of leading a band. They outlined five overall expectations of an online instructor as planner, model, coach, facilitator, and communicator. In this model, the coach shows encouragement and development of the team. The facilitator demonstrates an understanding of reciprocal learning between the instructor and students, use of open-ended questions, flexibility throughout the course, and diplomacy within the course. The communicator encourages student participation, communicates prior to class beginning, responds, and provides feedback in a timely manner.

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Halstead [19] stressed that faculty members need to provide clear expectations and assignment guidelines to students, due dates need to be established concerning postings, and faculty members need to model desired discussion behaviours. White [17] described different types of facilitator roles as the social host, the team or project manager, the community of practice facilitator, the cybrarian, the referee, the janitor, and the co facilitator. Pedagogical, social, managerial, and technical approach recommendations to discussion are also noted [24]. These recommendations include but are not limited to having clear objectives, inviting experts, using praise, expecting conflict, and providing clear instructions and technical support. VandeVusse and Hanson [25] listed six categories of instructor roles from faculty members' comments which include assisting course navigation, explaining expectations, defining and clarifying the role of the faculty, encouraging critical thinking, providing encouragement, and sharing professional insights. Fostering interactivity and participation is also a key role of the online instructor [14]. Collins and Berge [10] described the role of the instructor as one who models effective teaching, keeps discussions on track, contributes expertise and perspectives, synthesizes discussion threads with course components, and promotes group accord. Prestera and Moller [9] highlighted roles of the facilitator as guide, mentor, catalyst, coach, assessment giver, and resource provider. Discussion timing and pacing may have added relevance in online education [13]. Providing specific due dates and having regular discussions are helpful approaches. It has been suggested that the instructor as a guide should become less of an active participant as the course progresses [9, 14].

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DISCUSSION FACILITATION STRATEGIES

Selected strategies for facilitating discussions are described by Prestera and Moller [9] which include encouraging reflection through discussion, promoting goal based exploration, and developing the learning community. Buckley et al. [11] discussed ways to facilitate online discussion which include orientation outlining rules and protocols, role modelling from the instructor, introduction from the instructor, a getacquainted exercise with a nonthreatening follow-up discussion, and addition of reference links to comments. Seven applications were suggested for online discussions including thought-provoking questions, investigative reporting, debates, role playing, reaction posting, case scenarios, and patient education [11]. Suggestions by Woods and Baker [14] to increase interaction included group projects, discussion as large component of grades, ongoing discussion about complex issues, and varying levels of instructor interaction throughout the course. Mandatory online introductory classes (noncredit) may be helpful for students with little online course experience [13]. Bullen [13] found that rapid instructor responses are important to students and suggested having one deadline for initial student contributions and one deadline for a finished product. Students describe the need for the faculty to provide specific assignment guidelines and timely and relevant feedback from instructors [22].

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EVALUATION OF DISCUSSIONS

Faculty should evaluate not only what students learn in terms of discussion outcomes but also quality perspectives of the discussion [27]. Spatariu and Bendixen [27] did a comparison of different methods for evaluating quality in online discussions and described methods such as knowledge frameworks and interaction exchange categories. In another evaluation of online learning, themes specific to student preference in discussions included robustness of online dialogue, spontaneity and improvisation, perceiving and being perceived by others, and getting to know others [8]. The Event Centre concept is another possible tool for evaluation. With this concept, faculty members gain snapshots or examples through the discussion forum that highlights students' approaches to gaining meaning and advancing their knowledge [15].

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FACULTY IMPLICATIONS

Peterson et al. [26] described the following as steps in developing good online discussions: planning, setting the stage, writing discussion questions, guiding the discussion, troubleshooting, and evaluating. The evaluative study of Stodel et al. [8] discussed what students felt was missing from the online classroom. From these findings, recommendations for improvement in online classroom

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included specifying and managing expectations, assessing and understanding learners' needs, teaching students to learn online, and exploring a variety of technologies to promote diverse facets of communication. As the faculty, it is important to be prepared with online learning tools and processes that fit the purposes of the class.

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DISCUSSION

From the literature relating to online discussions, several themes emerged. Students and instructors in online learning often have a more parallel relationship than that found in the traditional classroom. The instructor seems to be most effective as a guide and facilitator rather than a traditional didactic lecturer. The need for student social interaction in online education is a recurring theme throughout the literature. Selected strategies for increasing interaction are noted. This review of online discussion raises further questions such as, When is discussion most appropriate to meet learning objectives and what additional can be learned from classroom discussion techniques? Further research is needed on best practices for online discussions and learning. Online discussions play a central role in most online classrooms and many Web-enhanced courses. These discussions keep faculty easily apprised of students' experiences; students gain opportunity to compare their experiences to others; and students learn and gain ideas and resources from each other that may have relevance at their own applied learning sites. Clarifying the purpose of particular online discussions and providing clear student discussion expectations and faculty roles are beneficial. These many positives suggest that well-facilitated online discussions have opportunity to extend and enhance student learning opportunities. More research providing frameworks and models as best practices for online discussions are needed.

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