Journal of Research in Innovative Teaching - National University

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In the original publication by the e2L developers, Spectrum Pacific Learning Company’s Larson-Daugherty and Cooper, the model was described as follows: The premise of the model is (whether it is corporate training or an academic course) that concepts, theories. and practical application are the core concepts that are delivered by key design and delivery elements. Of paramount importance in the design is factoring in of learning styles of participants engaging with the content. The learning needs to address the three primary learning styles as the population is broken down into the approximate segments: audio, visual. and kinesthetic styles. Statistics vary in terms of how the population falls into preferences for these styles. In layman’s terms. one might suggest having the material presented in a way that allows the learner the option or integrated mix of being able to “see it, hear it and/or do it.” This allows the learner to identify with the delivery that best meets their learning styles, requirements and needs. As the model took form, it was critical to articulate that every concept, theory, and application be delivered in a strategic presentation mix that includes audio, visual, and hands-on opportunity to process the information. Other research suggested that there be subject matter interaction, student community interaction, brief chunking of the information in the online environment, both synchronous and asynchronous opportunities to interact, and assessments throughout the learning experience so both the learner and facilitator can understand their evolving levels of knowledge (Tallent-Runnels et al., 2006; Larson-Daugherty, & Mossavar- Rahmani, 2007). Further, evaluation of the e-learning process and its content is critical to better understand and address effective presentation mix (Horton, 2001). For a visual and audio representation of the e2L, please visit Spectrum Pacific Learning Company’s website: http://www.splclients.com/e2l/. Initial e2L Changes From 2002 to 2007, as e-learning continued to grow at a rapid pace, research into effective e- learning also continued. The most notable discovery of the research, from the learner perspective, was the importance of chunking information to retain learning (WorldWideLearn, 2010; Tan et al., 2003). Initially the e2L model proposed 7-minute clusters or chunks based on processing of information and synthesis by learners. What was gleaned through this process, particularly in the academic setting, was that online learners described wanting information in even smaller chunks for easier processing. The e2L model recommends that the learning of specific concepts can be chunked into the following: an overview of the concept, theoretical construct data, and practical application. Further, each of these chunks should be delivered in audio, visual, and kinesthetic learning formats, taking take no more than 3 to 5 minutes apiece. The chunking of information into 3–5 minutes increases engagement level by condensing learning into a shorter time-span (Science Daily Trend Report, 2008). The e2L model also stresses the importance of pre- and post-assessments, as well as subject matter validation in effective e-learning. Offering additional information and resources was also found to be helpful (e.g., more detailed documents, audio files), but the highest probability of a student clicking on the information, staying on the information, and remembering it was in shorter chunks (Tan et al., 2003). As a result, a modification was made to the e2L model in 2007 that shifted clusters of information from 5–7 minutes to 3–5 minutes (see Figure 2). 55
Since 2003 the growth of online learning has come a long way. Today, there continue to be implications for design, development, and delivery. The next section offers an update and proposition for consideration. Figure 2. Version 2 of the e2L 2007, illustration by David Montes De Oca The e2L Today: Further Updates Over the past several years there has been the recognition of an evolutionary process regarding how people learn and process information in both the traditional brick and mortar classroom (group setting) and the online setting (individual setting). The classroom has historically been driven by lecture (auditory), whereas online initially started out very text/document heavy (visual), it has slowly shifted to intentionally including auditory and kinesthetic (hands-on) learning opportunities to reach the various learning styles that individual brings to the learning experience (Knowles, 1984). This is what the authors of the e2L model call “from evolution to revolution” in online learning. The 2009 update to the model is based on the research and developments that have evolved through what we have learned about the way people “learn” online. This data have been drawn from both the academic and corporate sectors, primarily on their increased utilization of e-learning. Critical updates to the e2L model include adding: • Both linear (already exists) and decision-tree learning options (coming into play more and more) • Analytics that further validate learning is occurring (beyond benchmarking and assessment) • Interactive Learning Objects (aka multifunctional digital learning assets) 56
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
Page 10 and 11: The Editorial Board invites the rea
Page 12 and 13: The Influence of Social Worlds on E
Page 14 and 15: experience in a strong group settin
Page 16 and 17: Table 1 Example Scenario of a Burea
Page 18 and 19: hierarchy ensures a social position
Page 20 and 21: (see Figure 5). Each member is affo
Page 22 and 23: through four types of instructional
Page 24 and 25: Hierarchic (high grid, strong Group
Page 26 and 27: Figure 10. Didactic Task Structure
Page 28 and 29: Stansberry, S., & Harris, E. (2005)
Page 30 and 31: Utilizing current research-based co
Page 32 and 33: teachers. The instructor kept a mas
Page 34 and 35: References Coburn, C. E. (2001). Co
Page 36 and 37: Organizing for Instruction Carefull
Page 38 and 39: Accelerated Learning 33
Page 40 and 41: the learning process but rather to
Page 42 and 43: Csikszentmihalyi (1982) has written
Page 44 and 45: term (intersession) gets its name b
Page 46 and 47: Some Important Issues Scott and Con
Page 48 and 49: esponsibilities). A higher percenta
Page 50 and 51: them in such a way that the likelih
Page 52 and 53: makes a valuable contribution to ou
Page 54 and 55: North American Association of Summe
Page 56 and 57: E-learning 51
Page 58 and 59: Academic Learning Today Academic in
Page 62 and 63: • Individual (1) — Group (2) co
Page 64 and 65: Challenges and Opportunities From t
Page 66 and 67: About the Authors Cynthia (Cindy) L
Page 68 and 69: AGILE TEACHING: A CASE STUDY OF USI
Page 70 and 71: the scope-by-name feature of Ruby e
Page 72 and 73: need to deal with. Students learned
Page 74 and 75: experiment with different options f
Page 76 and 77: the students evaluate the optimum s
Page 78 and 79: Using Bibliotherapy as a Tool for C
Page 80 and 81: different clients and their present
Page 82 and 83: supervisees with a brief synopsis o
Page 84 and 85: Stick Figure, by Lori Gottlieb As t
Page 86 and 87: psychological awareness to encourag
Page 88 and 89: on the Internet. To keep the classr
Page 90 and 91: The third portion of the discussion
Page 92 and 93: Henry, S. (2005). A different appro
Page 94 and 95: elementary-age students. Linked wit
Page 96 and 97: considered in multicultural literat
Page 98 and 99: In Finding One, the conclusion was
Page 100 and 101: Stephanie: “I learned that some p
Page 102 and 103: importance in society and in school
Page 104 and 105: published in the United States. Ret
Page 106 and 107: Reading Practices in Elementary Sch
Page 108 and 109: groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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should therefore not be glued to th
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Supplementary Reading Since there i
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Bruce, M. G., Podemski, R. S., & An
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• Sentence combination (using con
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The Motivational and Attitudinal Ch
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Other researchers have challenged t
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education classes were taught in Ru
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Participants also described how the
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Implications and Suggestions for Fu
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National University Carlsbad, CA Em
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Assessment and Evaluation 161
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affordance of opportunities for sel
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An examination of the peer-comment
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language used in the description an
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promotes self-discovery (Saulnier e
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Appendix A Sample Language from an
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Student Evaluations of Courses and
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that there is a consistent positive
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(teaching) for all classes (11 item
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Figure 1. The Nonlinear Relationshi
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About the Authors Nataliya Serdyuko
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Best Practices 183
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The Textbook Elementary Statistics
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If the mean number of visits was as
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discussion in such courses is slow;
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Table 1. A grade list for a class o
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Sloboda, B. W. (2005). Improving th
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The Journal of Research in Innovati
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About the Author In the end of your
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