Journal of Research in Innovative Teaching - National University

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Challenges and Opportunities From those who run organizations to those who help the organization run, everyone knows that results are necessary regardless of the endeavor at hand. The question is, how do we create tangible results for our organizations from e-learning programs (whether it is a business or an institution of higher education) The short and easy answer is, create effective learning experiences. The simplicity of the answer provides the context by which to operate: • Define the goal(s)—expected specific results to be achieved by the e-learning experience (academic program or training module) • Engage key stakeholders (facilitators, developers, learners, evaluators); include those who will participate in the e-learning to define the goals—do not create in isolation • Benchmark where your entity is today and create milestones that will help you assess goal achievement; drive the process by evaluation and by utilizing analytics (applies to both academia and corporate environments) • Implement the e2L model in the design of courses/trainings • Create the ability to “go back” to the e-learning courses/trainings any time to make it just-in-time (i.e., more immediate with faster development time) • Provide reinforcement tools and/or resources to support reflective learning • Corporate—application to the workplace and training development and deployment relevancy • Academia—provide virtual learning communities to facilitate ongoing learning opportunities and dialogue • Evaluate and adjust your courses/trainings to best meet how students learn today and to understand that e-learning is an evolutionary process. Summary The e2L framework is based on core curriculum development ideology that includes concept (conceptual framework), theory (theoretical construct), and application (practical application, use). Uniting these three core elements with e2L model design and delivery promotes improved learning whether it is online or in the classroom. Ensuring that audio, visual, and kinesthetic opportunities are built in and linked to the rest of the model has truly demonstrated a positive impact on learning since its application. In addition, chunking learning elements into smaller segments helps learner process, apply, and retain. This gives consideration to moving beyond the days of the midterm and the final, expecting students to recall multiple data sets. Instead, provide preassessments to gauge what they know and don’t know as they enter into the learning experience, then review smaller chunks of information more frequently in mini-assessments. This can be applied to both the corporate and academic settings. The combined review and recent research regarding the e2L helps support this proposition. As noted in the introduction, both the corporate arena and the academic arena are further exploring efforts to effectively utilize electronic learning. The research must continue and the e2L will clearly continue to evolve as humans and technology further interface around learning. 59
References Boehle, S. (September, 2005). The State of the e-learning market. Training Magazine. Minneapolis, MD: Lakeside Publications. Chief Learning Officer (September, 2007) Study: E-learning spending on the rise. Retrieved from http://www.clomedia.com/in-the-news/2007/September/1916/index.php Dillon, S. (July, 2008). High cost of driving ignites online classes boom. New York Times. Retrieved August 30, 2009 from http://www.nytimes.com/2008/07/11/education/ 11colleges.htmlem&ex=1215921600&en=fc200aa836d883c2&ei=5087%0A Eduventures 2007 Research Report. (2007). Learning collaborative for higher education. Online Higher Education Program Custom Inquiry Report May 10, 2007. Retrieved from http://ww.edvuventures.com/login/reports Elearning Guild Elearning Report. (2006). The Rapid E-Learning Report. Retrieved August 30, 2009 from http://www.elearningguild.com/research/ archives/index.cfmaction=viewonly2&id=106&referer=http%3A%2F%2Fwww%2Eelearningguild%2Ecom% 2Fresearch%2Farchives%2Findex%2Ecfm%3Faction%3Dview%26frompage%3D1%26StartRow%3D1%26M axRows%3D40 Gagne, R., Briggs, L., & Wager, W. (1992). Principles of instructional design (4th ed.). Fort Worth, TX: HBJ College Publishers. Horton, W. (2001). Evaluating e-learning. Alexandria, VA: American Society for Training and Development. Johnston, J., Killion, J., & Oomen, J. (April, 2005). Student satisfaction in the virtual classroom. The Internet Journal of Allied Health Sciences and Practice, 3(2). Knowles, M. (1984). Andragogy in action. San Francisco: Jossey-Bass. Larson-Daugherty, C., and Cooper, C. (2004). Building Better online learning: An evolving model. Retrieved from http://www.clomedia.com/whitepapers/index.asp/Larson-Daugherty Larson-Daugherty, C., & Mossavar-Rahmani, F. (2007). Supporting the hybrid learning model: A new proposition. Journal of Online Learning and Teaching. Retrieved from http://jolt.merlot.org/vol3no1/larson-daugherty.htm Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (May, 2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Department of Education Center for Technology and Learning. Science Daily Trend Report (July 20, 2008). Even toddlers get it: Data “chunks” are easier to remember. Retrieved August 30, 2009 from http://www.sciencedaily.com/releases/2008/07/080714172155.htm Sloan Consortium 2007 Study. (2007). Online nation. Retrieved from http://www.sloan-c.org/publications/survey/pdf/online_nation.pdf Spectrum Pacific Learning Company. (2004). The e2L Model. Retrieved from http://www.spleclients.com/e2l/ Tallent-Runnels, M. K., Thomas, J. A., Lan, W. Y., Cooper, S., Ahern, T. C., Shaw, S. M., Liu, X. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93–135. Tan, D., Fasilah, M., Chan, T., & Shama, R. (2003). An architecture of a distributed archive for re-useable learning objects. LNCS Journal, Vol. 2911; Berlin, Germany: Spring Link. Wexler, S. (2008). Training method trends: eLearning Technology. Retrieved from http://elearningtech.blogspot.com/2008/09/training-method-trends.html WorldWideLearn. (2010). eLearning trends. Retrieved from http://www.worldwidelearn.com/elearningindustry/trends.htm 60
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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
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The Editorial Board invites the rea
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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 60 and 61: In the original publication by the
Page 62 and 63: • Individual (1) — Group (2) co
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
Page 110 and 111: Table 2 Participant-Reported Teachi
Page 112 and 113: 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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