My Investigation of Learning Theories: What to Apply to Online Learning

In the investigation of learning theories, I now better understand the value of such concepts as a foundation for developing effective training materials.  More specifically, such concepts identified the need to promote higher order thinking through the creation of challenging activities for the purposes of allowing learners to link new information to existing materials, as well as obtain meaningful knowledge (Bonk and Reynolds, 1997).

I found Ring and Mathieux’s (2002) statement regarding three requirements for effective learning as a guide for sound design of online and face-to-face training:

1. ensure high authenticity in terms of providing training that relates directly to the environment in which such training is to be applyed
2. offer learning with high interactivity
3. provide high levels of collaboration

Ally (2004) elaborates on these requirements in sharing insights about critical components of online learning, which involve interaction with the content, instructor and other learners. The purpose of such interaction is to acquire knowledge, construct personal meaning, and to grow from learning experiences.

In terms of applying what I have learned regarding learning theories, there are several strategies that I would suggest for enhancement of our company’s web-based training courses:

• Place considerable emphasis on the design of an online course rather than on the delivery medium (Rovai 2002).
• Determine suitable strategies to motivate learners, facilitate deeper processing of information, and promote knowledge construction.
• Provide more support during the learning process, particularly in determining the effectiveness of such courses and ways to improve learning retention and on-the-job application.
• Ascertain the most suitable taxonomy for learning. For example, behaviorist strategies could be useful for teaching factual information; cognitive strategies would be helpful in teaching process and principle-based content; and, constructivist strategies would benefit courses that require higher-level thinking (Ally, 2004)

In addition, I have also come to realize the need not just to provide content in web-based training (or in face-to-face instruction), but to enable learners to learn how to learn.

Moreover, one cannot assume by offering opportunities for online learners to collaborate that such interactions will occur in an effective manner.  Rather, it seems important to also model and support the development of online cooperative and collaborative learning skills.  Such skills can be quite different than those used in a face-to-face environment, in large part due to the technology required for such interactions.

As many of the staff in our company would not normally interact or use computers in doing their field work, the change management aspect of introducing web-based training with higher degrees of interaction would be a major challenge. Therefore, careful consideration of how to engage staff in meaningful online activities based on varying levels of computer skills is required.

References:

Ally, M. (2004). Foundations of Educational Theory for Online Learning, Chapter 1. Theory and Practice of Online Learning. Editors: Terry Anderson & Fathi Elloumi. Athabasca University. Retrieved from: http://cde.athabascau.ca/online_book/ch1.html

Bonk, C. J., & Reynolds, T. H. (1997). Learner-centered Web instruction for higher-order thinking, teamwork, and apprenticeship. In B. H. Khan (Ed.), Web-based instruction (pp. 167-178). Englewood Cliffs, NJ: Educational Technology Publications.

Ring, G., & Mathieux, G. (2002, February). The key components of quality learning. Paper presented at the ASTD Techknowledge 2002 Conference, Las Vegas.

Rovai, A. (April, 2002). Building sense of community at a distance. International Review of Research in Open and Distance Learning (IRRODL), 3, 1.