Integration of Adult Learning Principles and Pedagogies in Online Learning

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Integration of Adult Learning Principles and
Pedagogies in Online Learning

• Anthony Foster
• Southern Seminary (PhD Cand)
• McGraw-Hill Learning Solutions

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Contact Information

• This presentation and paper reside at
• anthonyfoster.com/ALN
• Anthony Foster
• McGraw-Hill Learning Solutions
• Anthony_Foster_at_McGraw-Hill.com
• For support documentation see paper or
  Support1.ppt

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The Key Facets

• Chickering and Gamsons Seven Principles
• Mezirows Transformative Learning
• Adult Learning Theory

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Encourage Contact Between Students And Faculty

• Frequent student-faculty contact both in and
  outside of class is an important factor in
  student motivation and involvement (Kelly 2004,
  55).
• Faculty concern helps students get through rough
  times and keep on working (Chickering and Ehrmann
  1996, 3).
• A major condition of transformative learning is
  the communication accurate and complete
  information (Mezirow 1991, 171).

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Encourage Contact Between Students And Faculty

• Ideal learning conditions promote a sense of
  safety, openness and trust (Zepke 2006, 510)
• It is necessary for teachers to be empathetic and
  caring, authentic, sincere, and demonstrating a
  high degree of integrity. Faculty should be
  willing to self disclose (Taylor 1998, 49).
• Adults need dialogue and social interaction must
  be provided. They also need for the instructor
  to act as a facilitator (Cercone 2008,156, 159).

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Encourage Contact Between Students And Faculty

• Communications technologies such as email, text
  messaging, blogs, chats, social interaction
  sites, voicemail and telephones can increase
  access to faculty.
• Shy students are liberated to interact more
  freely in this environment.
• It is often easier to discuss issues involving
  personal opinions and values in a written format
  than in person.

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Encourage Contact Between Students And Faculty

• Building a sense of community must be
  intentional from the beginning of a course, and
  the teacher must monitor and support
  participation.
• Instructors can highlight themes, point out
  connections between ideas and relate discussions
  to a "big picture." This is known as "weaving"
  (Stepich and Ertmer 2003, 41).

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Encourage Contact Between Students And Faculty

• Access is a key issue as well, especially for
  students who would traditionally have had to
  commute to be present in a classroom and then hit
  the road after class.
• Asynchronous communication is a rich alternative
  to the impoverished communication opportunities
  offered in typical traditional learning
  environments.

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Encourage Contact Between Students And Faculty

• Instructors should realize that students can
  potentially sign up for online courses without
  the benefit of ever having been advised of how to
  access online courses.
• You may need to inform them of the requirements.
  
• Be sure to give clear instructions for using the
  course, completing exercises, and completing
  assignments.

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Encourage Contact Between Students And Faculty

• Create a FAQ (Frequently Asked Questions) page
  and make it available in an area where even
  guests can access it.
• When you receive more than two emails asking for
  the same information/ clarification, add a hint
  or explanation to the FAQ list.
• Make sure to refer students to the list so that
  they become accustomed to checking it first.

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Encourage Contact Between Students And Faculty

• Expect and plan for problems, such as students
  who cannot access their email, students getting
  locked up half-way through a timed on-line quiz,
  etc.
• Be flexible and have a backup.
• If you are suspicious of the reported problem,
  most courseware programs include student tracking
  routines that can be used to investigate and
  verify some types of problems.

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Encourage Contact Between Students And Faculty

• Also provide your students with basic
  information on how to deal with common problems
  and establish reporting protocols and procedures.

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Encourage Contact Between Students And Faculty

• Adults have a pre-existing learning history and
  will need support in the new learner-centered
  paradigm (Cercone 2008, 156).
• Clear communication attains here as well.
• The use of questioning techniques that provoke
  critical thinking can help adult students to
  bridge these gaps.

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Create And Encourage Opportunities For
Collaborative Learning Among Students

• Tonkin states that compared to traditional
  distance education methods, e-learning can
  provide experiences that are more engaging and
  interactive (Tonkin 2004, 562).
• We should expect participants to move through
  phases as they develop their working group.
• Be clear about group tasks and expectations.
• The clearer that the instructor is about what is
  to be accomplished in the course, the less likely
  that participants will become confused and
  flounder.

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Create And Encourage Opportunities For
Collaborative Learning Among Students

• In regard to transformative learning,
  collaborative learning is a key to providing an
  avenue for students to open themselves to
  alternative perspectives.
• Consensus is built in a corporate, not individual
  context. Taylor found that transformative
  learning is group situated (Taylor 1998, 49).
• Dialogue as well as dissonance and conflict occur
  socially. The learning environment must be a
  nurturing place. It must be free from coercion
  and self deception.

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Create And Encourage Opportunities For
Collaborative Learning Among Students

• The instructor can meet a specific adult learning
  need by designing instruction to scaffold the
  instruction in team environments.
• The provision of learning resources that includes
  multiple scenarios, events can help students
  develop plans and decisions in collaboration.
• The provision of orientations, study teams,
  coaching and examples can facilitate this as
  well.

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Create And Encourage Opportunities For
Collaborative Learning Among Students

• Developing reciprocity and cooperation among
  students is key.
• Team learning possibilities are easily maintained
  in an online learning environment, but it must be
  intentional and required on the part of the
  instructor.
• Online study groups, collaborative learning,
  group projects can be designed as part of the
  learning environment. In fact, ad hoc and
  spontaneous discussion of assignments should be
  encouraged.

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Create And Encourage Opportunities For
Collaborative Learning Among Students

• Study Groups-This requires that the instructor
  lay aside fears that students will not be doing
  their own work.
• Establishing clear evaluation expectations and
  rubrics for insuring critical interaction of all
  students can alleviate those fears.

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Create And Encourage Opportunities For
Collaborative Learning Among Students

• Interactivity does not stop at technological
  solutions. Interpersonal interactivity is also
  key.
• Instructors should promote collaboration, as it
  Assists with deeper levels of knowledge
  generation Promotes initiative, creativity, and
  critical thinking Allows students to create a
  shared goal for learning Forms the foundation of
  a learning community Addresses all learning
  styles and Addresses issues of culture (Palloff
  and Pratt, 2005, 6-7).

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Create And Encourage Opportunities For
Collaborative Learning Among Students

• The online teacher can promote collaborative
  learning through small group assignments, case
  studies, simulations, and group discussion of
  readings and assignments.
• Have students post their assignments and
  encourage feedback to one another on their work.
  
• Remember that grades must be shared privately.

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Create And Encourage Opportunities For
Collaborative Learning Among Students

• Cercone (2008) adds these suggested activities
• Allow students to introduce themselves, develop a
  personal web page, and provide an area that
  students can feel free to discuss their
  experiences.
• Problem-based or case-based learning activities
  that are done in collaborative work groups.
• Use cooperative and collaborative learning
  structures such as learning partnerships, to
  equalize the power relationships in groups and
  encourage a shared leadership.
• Encourage shared leadership (Cercone 2008, 159).

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Encourage Active Learning Techniques

• Meyers and Jones define active learning as
  learning environments that allow students to
  talk and listen, read, write, and reflect as they
  approach course content through problem-solving
  exercises, informal small groups, simulations,
  case studies, role playing, and other activities
  -- all of which require students to apply what
  they are learning (Meyers and Jones 1993, xi).

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Encourage Active Learning Techniques

• Learning is participatory by nature. Students
  are rarely motivated by sitting like sponges and
  soaking up information.
• Good learning requires dialogue and reflection.
• Faculty should require students to apply their
  learning in articulated forms. If a student
  cannot articulate knowledge, the student does not
  own it for themselves.

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Encourage Active Learning Techniques

• To achieve transformative learning, students must
  be given opportunities to weigh evidence and
  assess arguments, then demonstrate ability to
  reflect upon presuppositions and their
  consequences.
• The asynchronous environment is a great
  equalizer, as each student has the opportunity to
  weigh in on any discussion, and there is not need
  to compete for a hearing as in the traditional
  classroom, where turns must be taken or other
  limitations attain.

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Encourage Active Learning Techniques

• Cercone (2008) provides these active learning
  techniques
• Encourage learners to identify resources and
  devise strategies for using resources to achieve
  objectives.
• Encourage learners to formulate their learning
  objectives, giving them more control over their
  learning. It is important for the instructor to
  discover what the participants need or want to
  learn.
• Provide regular, consistent communication to
  individual learners and groups.

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Encourage Active Learning Techniques-Cercone

• Teach inquiry skills, decision-making, personal
  development, and self-evaluation of work.
• Make regular announcements or updates and
  establish regular online office hours.
• Assure learners that discussion board postings
  are being read.
• Increase interactions with embedded practice and
  feedback sequences.
• Embed content in authentic contexts if technology
  allows

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Encourage Active Learning Techniques -Cercone

• Require learners to synthesize and problem solve,
  using the information in new ways.
• Have learners manipulate objects on the screen if
  appropriate.
• Develop peer-learning groups.
• Periodically review goals. Have students reflect
  and discuss.
• Provide students with multiple resources of
  information that include differing viewpoints
  from diverse authors.

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Encourage Active Learning Techniques -Cercone

• Acknowledge the accumulated experiences of the
  participants as valuable educational resources.
• Use learning contracts, group projects, role
  playing, case studies and simulations to enhance
  self-direction.
• Use hyperlinks to allow students to develop their
  own path. If they know the topic, they can skip
  it.
• Provide flexibility in assignments that allow
  students to work ahead.
• Divide learning into small manageable units or
  subunits that can be completed in relatively
  short amounts of time for logical stopping and
  starting points.

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Encourage Active Learning Techniques -Cercone

• Allow learner choice of assignments, projects, or
  research topics (consider learning contract).
• Encourage and reinforce self sufficiency through
  timely feedback.
• Develop a student portfolio or personal scrapbook
  
• Incorporate text signals such as "this is a long
  unit," "this is very important content," "proceed
  to lesson six."

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Encourage Active Learning Techniques

• Adults need consideration of their prior
  experience and need to connect new knowledge to
  past events and existing knowledge.
• Communicating clearly the objectives facilitates
  transformative learning as well.

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Encourage Active Learning Techniques

• Do a needs assessment and a student
  self-assessment prior to class starting. Relate
  this information to the class. Recognize the
  value of experience.
• Include tasks that let the participants use their
  knowledge and experience.
• Tell why the topic or link is important.
• Provide practical information with examples.
• Link new topics to what has been discussed or
  read.
• Open the class with introductions that include
  personal and professional background. Instructor
  should do the same.
• Involve learners in diagnosing their own needs
  (Cercone 2008, 157).

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Encourage Active Learning Techniques

• Use and present lecture information wisely. An
  online lecture can become just another article
  that students are required to read.
• We find that video lectures add little value as
  they are not interactivea talking head is just
  that.
• Active learning activities involve students in
  the learning process they must be intentionally
  based in learning objectives that define the
  learning activities that in turn produce learning
  outcomes (Tonkin 2004, 564-565).

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Encourage Active Learning Techniques

• Adults need to test their learning as they
  proceed. Have them apply concepts to tasks and
  problems and be sure to properly evaluate the
  difficulty level.
• Adults need to self-reflect on the learning
  process and be given support for transformational
  learning (Cercone 2008, 159).

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Encourage Active Learning Techniques

• To accomplish this self-reflection precept in the
  online classroom, the instructor might
• Provide a place in the course to discuss the
  process of learning online which may include
  thoughts on how they are managing in the online
  course.
• Allow students to discuss options for their new
  roles, plan action strategies and exchange of
  knowledge and skills for effective and efficient
  online learning.
• Provide ways for learners to engage in
  metacognitive reflection. Students may benefit
  from the use of think logs, reflective journals,
  and group discussions within a cooperative
  learning setting (Cercone 2008, 159).

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Encourage Active Learning Techniques

• To accomplish this self-reflection precept in the
  online classroom, the instructor might
• Provide a place in the course to discuss the
  process of learning online which may include
  thoughts on how they are managing in the online
  course.
• Allow students to discuss options for their new
  roles, plan action strategies and exchange of
  knowledge and skills for effective and efficient
  online learning.
• Provide ways for learners to engage in
  metacognitive reflection. Students may benefit
  from the use of think logs, reflective journals,
  and group discussions within a cooperative
  learning setting (Cercone 2008, 159).

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Encourage Active Learning Techniques-Discussion

• Please note that students will not take advantage
  of online communication tools that are not
  required as a portion of their grade.
• For example, if you want them to use the
  discussion board, make that a requirement for
  some of their group work and monitor their
  progress.

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Encourage Active Learning Techniques-Discussion

• Brookfield and Preskill (1999) discuss fifteen
  ways in which discussion enhances learning.
• Among these benefits, discussion
• introduces a variety of perspectives,
• increases the students awareness of complexity,
• and helps them investigate their assumptions

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Encourage Active Learning Techniques-Discussion

• Brookfield and Preskill (1999) discuss fifteen
  ways in which discussion enhances learning. Among
  these benefits, discussion introduces a variety
  of perspectives, increases the students
  awareness of complexity, and helps them
  investigate their assumptions Discussion
  encourages active listening, increases
  intellectual agility, shows respect for student
  voice and experience, aids in democratization,
  affirms the student as a participant in learning,
  and helps students develop skills of synthesis
  and integration. This can lead to transformation
  of the learner (Brookfield and Preskill 1999,
  22-36).

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Encourage Active Learning Techniques-Discussion

• Begin discussions with prompt questions that you
  expect most students can answer correctly.
• Provide lots of positive feedback to encourage
  participation.
• As the discussion continues, start asking more
  probing questions.

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Encourage Active Learning Techniques-Discussion

• Require students to get into the habit of
  including an unique and descriptive title for
  their posts.
• This will make it much easier to navigate a
  thread of content.
• Otherwise one only sees a seemingly infinite
  number of redundant titles cascading down the
  page.
• Make the students responsible for coming up with
  their own discussion topics.

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Encourage Active Learning Techniques-Trasnsformati
on

• Taylors research found that transformative
  learning is fostered if feelings and emotions
  about content are discussed and worked through
  before critical reflection (Taylor 1998, 49).
• You may choose to create a discussion board forum
  that allows for anonymous posting for discussion
  of value-laden or sensitive topics.
• If the anonymous setting is not the default, take
  extra care in explaining how the tool works.

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Encourage Active Learning Techniques-Transformatio
n

• Remind students that not all personal experiences
  and feelings are necessarily appropriate for
  group discussion and that they must be respectful
  towards each other.
• Alternatively, you might provide a safe space or
  forum for student commiseration, where off topic
  conversations are welcome.

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Encourage Active Learning Techniques-Transformatio
n

• Other practical applications of this principle
• Allow the learner to voice his or her own opinion
  and treat him or her as equal in the learning
  process.
• Individuals have many perspectives and bring
  these to the classroom these may be a result of
  their religion, gender, ethnicity, class, age,
  sexuality, and/ or physical abilities.
  Acknowledge these.
• Provide an open environment so that the students
  are allowed to disagree with the instructor. Not
  all learners bring the same ability to think
  critically, analyze results, etc. Plan
  accordingly.

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Encourage Active Learning Techniques-Transformatio
n

• Establish an environment that learners feel safe
  and comfortable in expressing themselves and feel
  respected for their views.
• Help students with similar interests find each
  other.
• Know when to pull back in a discussion and let
  the students go.
• Keep up with the discussion postings, and act as
  a summarizer, reflector, and source of external
  help if the group fails.
• Recognize learners individual talents and
  contributions. (Cercone 2008, 158)

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Give Prompt Feedback

• Adults need for the instructor to facilitate
  learning. Stay present.
• Let your students know you are there by
  commenting on their posts and asking additional
  questions for them to consider.
• Faculty should provide appropriate and prompt
  feedback on performance, speaking the truth in
  love.
• Part of building trust is in establishing open
  feedback channels.

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Give Prompt Feedback

• Students need help assessing their current
  competence and performance, and need frequent
  opportunities to perform and receive suggestion
  for improvement. Such feedback should be an
  ongoing process in collegiate settings.
• Taylor highlights the importance of self
  assessment and feedback as key to transformative
  learning (Taylor 1996, 29).
• Establish guidelines for the class and for
  participation that provide enough structure for
  the learners but allow for flexibility and
  negotiation.

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Give Prompt Feedback

• Positive and negative feedback responses with
  affordances and hints can be added to online
  quizzes.
• We have already explored email as an option for
  communication. Discourse can also occur by
  reflection and reaction to others writings by
  using the commenting feature available in text
  processors.
• It is a simple exercise to create a thread of
  responses and counter responses in this context.

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Give Prompt Feedback

• Portfolio assignments afford the possibility of
  critique as well, both from instructor and from
  other students.
• Learning management systems such as Angel,
  eCollege, WebCT and Blackboard have tracking
  features that allow overview of progress.

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Give Prompt Feedback

• Feedback will be natural and coherent if clear
  objectives and outcomes have been communicated up
  front.
• Socratic questioning techniques and contextual
  responses also facilitate feedback.
• Remember to establish a standard for promptness
  and communicate this. Then be consistent in its
  application

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Emphasize Time on Task

• The injunction to facilitate the process bears
  repeating here as well.
• Although we strongly support the empowerment of
  participants to take on their own learning
  process, instructor guidance and intervention is
  necessary to keep things moving and on track.
• Determine a basis for judging appropriate time
  on task. This is an instructional design concern
  that can help instructors allow time to complete
  assignments and encourage students to steward
  their time.

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Emphasize Time on Task

• Tight deadlines are necessary throughout the
  course to keep the group pacing through the
  content and to have the discussion groups
  coherently interacting.
• Learning takes time and learning technologies
  can make studying more efficient.
• The time spent commuting can be re-appropriated
  by the student and applied to the learning
  process.

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Emphasize Time on Task

• The aspect that may be of the most benefit is
  that asynchronous access to learning allows
  students who might otherwise be excluded from
  taking courses altogether creates an opportunity
  to approach learning from a time perspective that
  is more germane to their particular
  circumstances, and allows for life interruptions
  which will happen.
• Online access to library resources is another
  important time saver.
• Using online search tools to access information
  becomes normative in an online environment.

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Emphasize Time on Task

• Another feature of most learning management
  systems is the ability to see statistical
  breakdowns of individual and group time on task
• this is an important feature that can help
  faculty insure that students are tracking with
  online content in a timely fashion.
• In some cases the lack of time spent in the
  various areas of online content suggests a need
  for remediation, alternative instruction, and
  motivating feedback from the instructor.

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Emphasize Time on Task

• Allow realistic time to complete assignments.
  This should be a vital aspect of your curriculum
  design
• Guide students in this area when they are
  required to create their own assignments

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Emphasize Time on Task

• One factor that promotes transformative learning
  that is often left out of learning environments
  is solitude.
• Taylor points to this as necessary before
  reflection can occur (Taylor 1998, 49).
• It may be obvious, but meditation takes time and
  solitude can foster this Adhering to the
  practices that foster transformative learning,
  particularly in a group setting, takes time
  (Taylor 98, 54-55).

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Emphasize Time on Task

• Creation of a learning environment that includes
  dialogue and critical reflection creates the
  necessity for time.
• Again, an asynchronous environment creates means
  of stewarding time in a way that traditional
  learning cannot.
• Faculty should create opportunities for students
  to practice good time management.
• This includes setting realistic time for students
  to complete assignments as well as using
  synchronous learning opportunities.

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Communicate High Expectations

• Faculty should set and communicate high
  expectations for students.
• Setting the bar at an appropriately high level
  can become a self-fulfilling prophecy for
  students and they often will rise to meet the
  challenge (Chickering and Ehrmann 1996, 5).
• You will typically get no more than you expect.
  This benefits the poorly motivated as well as the
  highly motivated student.

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Communicate High Expectations

• Expectations must not only be clear, they should
  be clearly articulated.
• Online communications can quickly and efficiently
  to the student.
• Access to this information is available at the
  click of a mouse.
• Rubrics for measuring success can give students
  a benchmarking capability to track their own
  progress as well.

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Communicate High Expectations

• One of the main approaches for introducing higher
  cognitive learning activities in the online
  environment is to start with clear learning
  objectives, which are in turn mapped to learning
  activities that appropriately teach to the
  objectives.
• As these learning activities are designed to fit
  the content, it is imperative that one be
  intentional about the cognitive levels they
  address in the learner.

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Communicate High Expectations

• A helpful tool for realizing this intentionality
  is to design the activities with Blooms Taxonomy
  in mind.
• A secondary characteristic to track is to
  designate a time on task differentiation in
  regard to the difficulty levels of the
  activities.

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Communicate High Expectations

• Learning objectives that require application,
  analysis, synthesis, and evaluation of knowledge
  should be matched with activities, assignments,
  or projects that require this kind of cognitive
  interaction.
• The very verbiage one uses, such as analyze,
  rank, interpret, appraise, develop, classify, and
  extrapolate, will help determine how engaged a
  student must become with the content. The key
  issue is the demands of the content.

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Communicate High Expectations

• For instance, when discussing hypermedia, it is
  important to distinguish between two kinds of
  media.
• Hyperbases are browseable databases suited to
  free exploration, and hyperdocuments are more
  highly structures linear representations of
  bodies of content.
• Deep learning is best served by the more linear
  document, while discovery learning is better
  served by exploring a hyperbase (Hinesley 2007,
  262-263).

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Communicate High Expectations

• Recent finds by researchers show that the use of
  navigation signals such as hyperlinks and
  topical overviews in hypertexts compensates for
  reported deficits in reading skills in an online
  environment (Naumann, et.al. 2007, 791).

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Communicate High Expectations

• Pointing students to examples of excellence via
  an external links page can play a key role in
  giving students some tangible idea of what
  constitutes excellent work
• Peer evaluation of student work is another
  avenue.

65
Communicate High Expectations

• The publication on the web of student work can be
  highly motivating as well.
• Online learning environments facilitate these
  approaches. An online gallery for student work is
  especially valid for projects that have a visual
  element. Require peer-to-peer critique as well.

66
Communicate High Expectations

• Monitor the use of your online material as well.
• You may then be able to tell if students are
  having difficulty with a particular concept (i.e.
  a large increase in "hits" on a particular
  topic), whether some members of the class are
  falling behind, or if someone has suddenly
  stopped participating.
• If you are planning on monitoring individual
  student use of online material, let your students
  know this up front.

67
Communicate High Expectations

• The web is a dynamic medium, therefore it is
  necessary to monitor any links in the course for
  current availability.
• Using an online component to make the class
  contemporary and current (i.e., include links to
  current research, news, references) is thwarted
  if the link moves or is otherwise inaccessible.
• Some instructors award extra credit for students
  who alert the instructor to such problems first.

68
Respect Diverse Talents And Ways Of Learning

• Adults generally need to feel that learning
  focuses on issues that directly concern them.
• They want to know what they are going to learn
  and why it is important they need to see how it
  will apply to their lives (Cercone 2008, 157).

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Respect Diverse Talents And Ways Of Learning

• According to Taylors findings, research
  supports effective instructional methods that
  support a learner centered approach, promote
  student participation and collaboration.
• He points to the importance of activities that
  encourage the exploration of alternative personal
  perspectives, problem posing, and critical
  reflection (Taylor 1998, 48-49).

70
Respect Diverse Talents And Ways Of Learning

• Varying presentation style and assignment
  requirements will allow students to showcase
  their unique talents and abilities and learn in a
  variety of ways. Teach content in multiple
  iterations, geared toward reinforcing learning in
  those who get it the first time, and turning
  the lights on for the first time for others.
  Instructors can also set up lessons in a linear
  flow inside their learning management system if
  required by the content. This would provide
  gates through which students may not pass until
  prior content is mastered.

71
Respect Diverse Talents And Ways Of Learning

• Varying presentation style and assignment
  requirements will allow students to showcase
  their unique talents and abilities and learn in a
  variety of ways.
• Teach content in multiple iterations, geared
  toward reinforcing learning in those who get it
  the first time, and turning the lights on for the
  first time for others.

72
Respect Diverse Talents And Ways Of Learning

• Instructors can also set up lessons in a linear
  flow inside their learning management system if
  required by the content.
• This would provide gates through which students
  may not pass until prior content is mastered.

73
Respect Diverse Talents And Ways Of Learning

• Consider using such experiences as virtual
  simulation, visualization, cognitively robust
  exercises, journaling, webquests, and student
  blogs in the course instructional design.
• These can address student differences in learning
  styles in ways that traditional learning may only
  do in a limited fashion.

74
Respect Diverse Talents And Ways Of Learning

• One can incorporate "virtual field trips" into
  online courses by using the assignments, external
  links and discussion board functionality of the
  course in tandem.
• Students participation will not only increase,
  but they can come back to access and review the
  lesson while conducting research and reporting
  the results.

75
Respect Diverse Talents And Ways Of Learning

• The application of a Multiple Intelligences
  approach
• The application of a Learning Styles approach
• Thats ANOTHER presentation

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End of Presentation

• Questions? Comments?