Holy COW: Grazing Recent ELearning Findings and Prophecies for the Future of Business and Education

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Holy COW Grazing Recent E-Learning Findings and
Prophecies for the Future of Business and
Education
Dr. Curtis J. Bonk Indiana University and
CourseShare.com http//php.indiana.edu/cjbonk cjb
onk_at_indiana.edu
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Ten Minnie-Myths of E-Learning and the Data to
Dispel Them (Corporate)

• Dr. Curtis J. Bonk
• Alias Mickey Mouse
• President, CourseShare.com
• Associate Professor, Indiana University
• http//php.indiana.edu/cjbonk,
  cjbonk_at_indiana.edu
• With supporting Help from
• Ms. Minnie Mouse
• Orlando, Florida
• Minnie_at_disney.com

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Corporate E-Learning Myths
For full report, see http//PublicationShare.com
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Myth 1.E-learning will soon go away.
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Myth 2.E-learning can now take place at home
and on the road.
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Myth 3. Everyone is evaluating e-learning but us.
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Myth 4.Learner completion rate has magical
importance.
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Myth 5.Work-related incentives are important in
motivating e-learners.
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Myth 6.Thiagi has convinced the world of the
need for interactivity and social ice-breakers.
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Myth 7.Watch outtrainers will soon be out of a
job.
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Myth 8.Traditional instructional strategies
(e.g., lecture, role play, etc.) will not work
online.
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Myth 9.Trainers operate alone and do not want
to give away trade secrets.
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Myth 10.Trainers are loyal.
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Want a copy of the report, Online Training in an
Online World???See PublicationShare.com
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Ten Minnie-Myths of E-Learning and the Data to
Dispel Them (Higher Education)

• Dr. Curtis J. Bonk
• Alias Mickey Mouse
• President, CourseShare.com
• Associate Professor, Indiana University
• http//php.indiana.edu/cjbonk,
  cjbonk_at_indiana.edu
• With supporting Help from
• Ms. Minnie Mouse
• Orlando, Florida
• Minnie_at_disney.com

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Higher Education E-Learning Myths
For full report, see http//PublicationShare.com
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Myth 1.College instructors are loyal.
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Interested in Freelance Instruction?
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Myth 2.Young instructors will jump on this.
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How Old Are Early Web Adopters?
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Myth 3.Web instruction is an either-or decision
(i.e., a Mickey Mouse decision).
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Myth 4.Pedagogical tools exist to teach online.
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What Instructional Activities are Needed?
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Myth 5.College instructors will not put their
instruction on display for others to critique.
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Myth 6.College instructors will flock to
sophisticated technologies.
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Myth 7.The institution will own the online
courses.
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Myth 8.College faculty just need a little more
training to teaching on the Web.
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Any Supports Needed?
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Myth 9.Profit is the key motivator for most Web
initiatives.
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Myth 10.ShhhIf you dont say anything, college
instructors will just do this for free.
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For a copy of the report, Online Teaching in an
Online WorldSee PublicationShare.com
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Holy COW Grazing Recent E-Learning Findings and
Prophecies for the Future of Business and
Education
Dr. Curtis J. Bonk Indiana University and
CourseShare.com http//php.indiana.edu/cjbonk cjb
onk_at_indiana.edu
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I. The Research Are you ready?
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More E-Learning Myths.
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Additional Myth 1 People Know what they are
doing.

• 83 percent were provided a Web-based platform or
  courseware system
• 22 percent had more than one.
• 27 of those making a decision had more than one.
• 10 percent had access to three courseware systems
  or conferencing tools.

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Additional Myth 2.Instructors can just teach
the same way they always have.
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Vanessa Dennens (2001) Research on Nine Online
Courses (sociology, history, communications,
writing, library science, technology, counseling)
Poor Instructors Good Instructors

• Little or no feedback given
• Always authoritative
• Kept narrow focus of what was relevant
• Created tangential discussions
• Only used ultimate deadlines

• Provided regular qual/quant feedback
• Participated as peer
• Allowed perspective sharing
• Tied discussion to grades, other assessments.
• Used incremental deadlines

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Additional Myth 3. Only the big companies are
doing this.
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Additional Myth 4. We need to catch up,
everything is going online.
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Additional Myth 5. No worriesthe administrators
are there to support you teach.

• Campus-technology leaders say they worry more
  about administrative-computing systems than about
  anything else related to their jobs. (survey by
  Educausean academic-technology consortium)
  Chronicle of Higher Ed, June 22, 2001, A33,
  Jeffrey R. Young

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Problems Faced

• Administrative
• Lack of admin vision.
• Lack of incentive from admin and the fact that
  they do not understand the time needed.
• Lack of system support.
• Little recognition that this is valuable.
• Rapacious U intellectual property policy.
• Unclear univ. policies concerning int property.

• Pedagogical
• Difficulty in performing lab experiments
  online.
• Lack of appropriate models for pedagogy.
• Time-related
• More ideas than time to implement.
• Not enough time to correct online assign.
• People need sleep Web spins forever.

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Additional Myth6. Learning is not improved
when using e-learning.
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Brains Before and After e-Learning
After
Before
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Basic Distance Learning Finding?

• Research since 1928 shows that DL students
  perform as well as their counterparts in a
  traditional classroom setting.
• Per Russell, 1999, The No Significant Difference
  Phenomenon (5th Edition), NCSU, based on 355
  research reports.
• http//cuda.teleeducation.nb.ca/nosignificantdiffe
  rence/

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Online Learning Research Problems (National
Center for Education Statistics, 1999 Phipps
Merisotos, 1999 Wisher et al., 1999).

• Anecdotal evidence minimal theory.
• Questionable validity of tests.
• Lack of control group.
• Hard to compare given different assessment tools
  and domains.
• Fails to explain why the drop-out rates of
  distance learners are higher.
• Does not relate learning styles to different
  technologies or focus on interaction of multiple
  technologies.

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Evaluating Web-Based Instruction Methods and
Findings (41 studies)(Olson Wisher, in review)
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Bob Wishers Wish List

• Effect size of .5 or higher in comparison to
  traditional classroom instruction.

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Evaluating Web-Based Instruction Methods and
Findings(Olson Wisher, in review)

• there is little consensus as to what variables
  should be examined and what measures of of
  learning are most appropriate, making comparisons
  between studies difficult and inconclusive.
• e.g., demographics (age, gender), previous
  experience, course design, instructor
  effectiveness, technical issues, levels of
  participation and collaboration, recommendation
  of course, desire to take addl online courses.

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Evaluating Web-Based Instruction Methods and
Findings(Olson Wisher, in review)

• Variables Studied
• Type of Course Graduate (18) vs. undergraduate
  courses (81)
• Level of Web Use All-online (64) vs.
  blended/mixed courses (34)
• Content area (e.g., math/engineering (27),
  science/medicine (24), distance ed (15), social
  science/educ (12), business (10), etc.)
• Other data
• a. Attrition data collected (34)
• b. Comparison Group (59)

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Three Phases of AC3-DL

• Asynchronous Phase 240 hours of instruction or 1
  year to complete must score 70 or better on
  each gate exam
• Synchronous Phase 60 hours of asynchronous and
  120 hours of synchronous
• Residential Phase 120 hours of training in 2
  weeks at Fort Knox

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Overall frequency of interactions across chat
categories (6,601 chats).
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Overall frequency of interactions across chat
categories (6,601 chats).
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Research on Instructors Online

• If teacher-centered, less explore, engage,
  interact (Peck, and Laycock, 1992)
• Informal, exploratory conversation fosters
  risktaking knowledge sharing (Weedman, 1999)
• Instructors Tend to Rely on Simple Tools
• (Peffers Bloom, 1999)
• Job Varies Four Key Acts of Instructors
• pedagogical, managerial, technical, social
• (Ashton, Roberts, Teles, 1999 (McIsaac,
  Blocher, Mahes, Vrasidas, 1999)

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Study of Four Classes(Bonk, Kirkley, Hara,
Dennen, 2001)

• TechnicalTrain, early tasks, be flexible,
  orientation task
• ManagerialInitial meeting, FAQs, detailed
  syllabus, calendar, post administrivia, assign
  e-mail pals, gradebooks, email updates
• PedagogicalPeer feedback, debates, PBL, cases,
  structured controversy, field reflections,
  portfolios, teams, inquiry, portfolios
• SocialCafé, humor, interactivity, profiles,
  foreign guests, digital pics, conversations,
  guests

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Network Conferencing Interactivity (Rafaeli
Sudweeks, 1997)

• 1. gt 50 percent of messages were reactive.
• 2. Only around 10 percent were truly interactive.
  
• 3. Most messages factual stmts or opinions
• 4. Many also contained questions or requests.
• 5. Frequent participators more reactive than low.
• 6. Interactive messages more opinions humor.
• 7. More self-disclosure, involvement,
  belonging.
• 8. Attracted to fun, open, frank, helpful,
  supportive environments.

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Week 4
Starter Centered Interaction
Scattered Interaction (no starter)
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Hara, Bonk, Angela, 2001
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Social Construction of Knowledge (Gunawardena,
Lowe, Anderson, 1997)

• Five Stage Model
• 1. Share ideas,
• 2. Discovery of Idea Inconsistencies,
• 3. Negotiate Meaning/Areas Agree,
• 4. Test and Modify,
• 5. Phrase Agreements
• In global debate, very task driven.
• Dialogue remained at Phase I sharing info

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Collaborative Behaviors(Curtis Lawson, 1997
Kim Bonk, 2002)

• Most common were (1) Planning, (2) Contributing,
  and (3) Seeking Input.
• Other common events were
• (4) Initiating activities,
• (5) Providing feedback,
• (6) Sharing knowledge
• Few students challenge others or attempt to
  explain or elaborate
• Recommend using debates and modeling appropriate
  ways to challenge others

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Unjustified Statements (US)

• 24. Author Katherine
• Date Apr. 27 312 AM 1998
• I agree with you that technology is definitely
  taking a large part in the classroom and will
  more so in the future
• 25. Author Jason Date Apr. 28 147 PM 1998
• I feel technology will never over take the role
  of the teacher...I feel however, this is just
  help us teachers...
• 26. Author Daniel Date Apr. 30 011 AM 1998
• I believe that the role of the teacher is being
  changed by computers, but the computer will never
  totally replace the teacher... I believe that the
  computers will eventually make teaching easier
  for us and that most of the children's work will
  be done on computers. But I believe that there

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Overall Major Findings

• COW enhanced student learning
• provided a link between classroom and field
• encouraged learning about technology
• COW extended student learning
• students got feedback from outside their
  immediate community
• students saw international perspective
• COW transformed student learning
• students took ownership for learning
• students co-constructed knowledge base

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The Intraplanetary Teacher Learning Exchange
(TITLE) Project
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Overview of TICKIT

• In-service teacher education program
• Rural schools in southern Indiana
• Yearlong, 25 teachers from 5 schools
• Primarily school-based
• Supported by participating school systems, Arthur
  Vining Davis Foundations and Indiana University

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TICKIT Research

• Pedagogical strategies have different results
• Long-term professional development seems to have
  an effect on teachers levels of technology
  implementation
• Recommend TICKIT experience
• Thank you! A poor tired out old broad has a
  new lease on teaching
• The door is now open. I will continue to try
  to find technological ways to teach them.

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II. The Future Note any predictions are bound
to be too conservative!!!
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Research Still Needed

• Variations in Instructor Moderation
• Forms of Online Debating and Role Play
• The Impact of Online Mentoring and Tutoring
• Motivational Activities to Increase Retention
• Student Perceptions of e-Learning Environments
• The Development of Online Learning Communities
• Critical Thinking and Problem Solving in Sync and
  Asynchronous Environments

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Role Play

• List possible roles or personalities (e.g.,
  coach, questioner, optimist, devils advocate,
  etc.)
• Sign up for different role every week (or for 5-6
  key roles during semester)
• Reassign roles if someone drops class
• Perform within rolestry to refer to different
  personalities in peer commenting

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Role Idea Generator Creative Energy/Inventor

• Brings endless energy to online conversations
  and generates lots of fresh ideas and new
  perspectives to the conference when addressing
  issues and problems.

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Role Slacker/Sloth/Slug/Surfer Dude

• In this role, the student does little or nothing
  to help him/herself or his/her peers learn.
  Here, one can only sit back quietly and listen,
  make others do all the work for you, and
  generally have a laid back attitude (i.e., go to
  the beach) when addressing this problem.

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16 Technologies of the Future

• Online Mentoring
• Games Simulations
• Assistive Technologies
• Peer-to-Peer Collaboration
• Reusable Content
• Virtual Worlds/ Reality
• Wearable Computing
• Wireless Technology

• Digital Portfolios
• Communities of Learners
• Electronic Books
• Instructor Portals
• Sync Courseware
• Intelligent Agents
• Online Language Learning
• Online Exams and Gradebooks

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2. Communities of Learners

• Awareness of who is in the space (roster)
• Customization of the space for the group
• a customized banner
• Ability to interact in synchronous and
  asynchronous ways.
• Place for a community to identify who they are
  charter, principles, membership, goals, etc.

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3. Electronic BooksMetaText (eBooks)
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5. Synchronous Instructor-Led Tech(Horizon Live,
WebEx, Centra, etc.)
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7. Online Language Support and Translation
(pronunciation, communication, vocabulary,
grammar, etc.)
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9. Online Mentoring and Adventure Learning
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10. Games and Simulations
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12. Peer-to-Peer Collaboration(Global Knowledge
Centers--Peer Shared Document Sites)

• Possibilities
• Data Sharing (www.napster.com)
• Resource Sharing (www.intel.com/cure/overview.htm)
  
• Workgroup Collaboration (www.groove.net)

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13. Reusable Learning Objects?

• Learning Objects are small or large resources
  that can be used to provide a learning
  experience. These assets can be lessons, video
  clips, images, or even people. The Learning
  Objects can represent tiny "chunks" of knowledge,
  or they can be whole courses.
• Claude Ostyn, Click2Learn

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14. Virtual Worlds/Reality

• Avatars--representations of people
• Objects--representations of objects
• Maps--the landscape which can be explored
• Bots--artificial intelligence

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15. Wearable Computing
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16. Wireless Technology
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Final advicewhatever you do
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Ok, who wants a TICKIT?And, who has a
TICKIT?http//www.iub.edu/tickit