WEEK 7
Engagement
activity
Does elearning require a new theory of learning? Some initial thoughts.
Andrews (2011) presents a paper arguing that
elearning requires a new theory of learning. Some definitions will assist to provide
context for the purposes of my response…
Definitions
Theory
According to
the CQU Study Guide (Central
Queensland University, 2014), theory may be defined as:
1.
an
explanatory function with ability to account for or explain phenomenon
2.
ability
to be stated in terms of propositions and concepts
3.
ability
to be tested repeatedly through hypothesis and investigation.
Learning
Gaining knowledge or skill by studying, practicing, being taught, or
experiencing something[1]
Knowledge
Information,
understanding, skill that you get from experience or education, influenced by
cognition, emotion, environment and prior experience[2]
Learning theories
Conceptual
frameworks that describe how information is absorbed, processed and retained
during learning[3]
Pedagogy
Presenting
content via learning strategies connecting with cognitive process[4]
Interaction
“Reciprocal
events that require at least two actions; interactions occur when these objects
and events mutually influence on another” (Anderson,
2008, p. 43 after Wagner, 1994)
Key concepts
from Andrews’ paper as they relate to my teaching context in the health milieu.
Key concepts
|
As they relate to my teaching context
|
Learning
and technology are reciprocally co-evolutionary (Andrews,
2011)
|
I do not
see this concept as necessarily true as applied to my teaching context. A
learner who becomes more au fait with the technology does not always learn
more effectively. As mentioned in the paper, ‘technology can interfere with
learning’ (Andrews,
2011, p. 107)
|
Transactional
distance (Andrews, 2011 after Moore, 1997) where f2f con-presence is
compensated by more extensive and busier electronic networking. – focus on
learner autonomy
|
This concept relates to my teaching context
– this encourages co-learning processes where the learner can self-direct the
topic. This is particularly pertinent to senior clinicians who seek refresher
opportunities of their own volition, for example.
|
Communal
constructivism (Andrews, 2011 after Holmes & Gardner, 2006)
Development
from behaviourism to cognitive constructivism to socio-constructivism to
communal constructivism
|
I don’t
think this trend has quite evolved to communal constructivism as the norm in
my context. There are many instances where teaching models are still based on
behaviourism; for example, mandatory training and other drill and practice
programs. However, socio-constructivism
including for example, problem based learning scenarios for clinicians is
often practiced.
|
Learning
informed multimodally (Andrews, 2011 after Jewitt, 2008) – may be manifested
in the productions of learners –
evidence of learning? – available as publicly shared archives of interaction
|
Applicable
in my context in the production of databases of clinical information for
example for practicing clinicians.
|
Transformation
– process of inward meaning making and the resultant change to the state of
an inner semiotic resource – learning transforms a person’s state of mind or
knowledge (Andrews, 2011 after Kress, 2003)
|
Transformational
learning is described as frame-changing learning (ie cognitive, emotional and
value-based frameworks). This type of learning may occur when a new clinical
technique is introduced for example – this would best be delivered by a
clinician renowned in that particular field
|
Internet
use – skill alone does not determine competency, it requires a strong sense
of internet efficacy allowing users to adapt to the requirements of the
online milieu (Anderson,
2008, p. 36 after Eastin & LaRose, 2000)
|
This
definitely applies to my teaching context. For example, there are 24,000+
nurses in our organisation and more than half are > 50yrs old. Many are
not au fait with computer technology however, this should not preclude them
from becoming users and engage in learning experiences online.
|
Internet
has enabled a new system of relationships based on the individual (Andrews,
2008, after Castells, 2001).
Interaction:
communication technologies are used to enhance interaction between all
participants in the educational transaction (Anderson,
2008, p. 43 after Wagner, 1994)
|
This is
applicable to my context. A lot of interaction occurs with other health
organisations around the world experiencing similar challenges to us. This
encourages new relationships through special interest groups and affiliations
with tertiary education networks.
|
Limited
access and decreased broadband connectivity may result in some learners being
disadvantaged (Andrews, 2008)
|
Our rural
staff engaging in professional development opportunities certainly face this
dilemma on a daily basis. As access and broadband improve, this is becoming
less of a problem, but it is still challenging for some. We work around this
by sending out USBs, DVDs, as a starter.
|
Andrews
(2011) …print based cultures had given the false impression that learning was
static once ‘enshrined’ in print
|
Can not
agree with this – unless references or sources are checked, it is naïve to
believe that the knowledge is enshrined just because it is in print
|
Andrews
(2011) argues that elearning changes the nature of learning…
|
Can’t agree
– I support Mayes and de Freitas’s findings where they suggest powerful new
learning opportunities are being facilitated in a new way through the
internet, however they are a new model of education rather than a new model
of learning (Mayes
& de Freitas, 2011)
|
Does elearning
require a new theory of learning? Is
there sufficient, in your opinion, to identify a separate theory of elearning?
My
investigations on this topic to date suggest that elearning does not require a
new theory of learning and that it is an extension and application of
contemporary learning theories.
Some initial thoughts…
I agree with
Bates (2011, p. 22) where he rejects the notion that
elearning tools will revolutionise education because many learners require
structure and guidance.
I also agree
with Mayes and de Freitas’ (2011, p. 20) approach where they suggest it
is possible to view the three differing perspectives they mention in their paper
(associationist, cognitive and situative) as all integral to learning. The
perspectives described present “different aspects of the progression towards
mastery of knowledge or skill. Each is associated with a particular kind of
pedagogy and each is capable of being enhanced through elearning”.
Findings
have shown that we have changed from an era of shortage and restriction in
content to one where content resources are so large that filtering and reducing
choice is as important as providing sufficient content (Anderson,
2008, p. 41). It follows that “education is
not only about access to content, it includes the profound and multifaceted
increase in communication and interaction capability it provides” (Anderson,
2008, p. 42).
From what I
have read to date, I am not convinced that elearning is anything more than a
tool for learning, similar to the introduction and availability of libraries in
times gone by. Elearning allows improved access to information primarily,
closely followed by an explosion of applications of the various technologies
available.
I
acknowledge that there is much more to be investigated and reflected upon
before I can say with conviction that there is no requirement for elearning to
have a new theory of learning…
List of
references
Anderson, T. (2008). Toward a theory of online
learning. In T. Anderson (Ed.), Theory
and practice of online learning (pp. 33-60). Edmonton, Canada: Athabasca
University Press.
Andrews, R.
(2011). Does e-learning require a new theory of learning? Some initial
thoughts. Journal for Educational
Research Online, 3(1), 104-121.
Bates, T.
(2011). Understanding web 2.0 and its implications for E-Learning. In K.
Klinger (Ed.), Web 2.0 based E-Learning:
Applying social informatices for tertiary teaching (pp. 21-42). Hershey New
York: Information Science Reference.
Central
Queensland University. (2014). Learning theory in the digital age: Graduate
Certificate in elearning: Central Queensland University. Retrieved from 15
<cqu.edu.au>.
Mayes, T., &
de Freitas, S. (2011). Learning and e-learning: The role of theory. In H.
Beetham & R. Sharpe (Eds.), Rethinking
pedagogy in the digital age (pp. 13-25). London: Routledge.
