E-Learning: Education Anytime, Anywhere

Randy Rodgers

Walden University

Development Process

Why Online Learning?

• Anytime, anywhere learning

• Economical

• Opportunities for communication and

collaboration

• Creative applications

Research

Development

Commercialization

Innovation Decision TimelineKnowledge: What are essential components of an online

learning program?•Hardware and software•Training opportunities & materials•Self-assessment instruments•Supplemental materials (books, audio-visual)•Marketing materials•Assessment strategy & materials

Persuasion: What are the benefits?•Cost-effective•Greater flexibility (Reaches more students)•Increased opportunities for collaborations•Reflects contemporary, real-world training/learning

Decision: Choosing to adopt online learning•What will be common course elements?•Develop and host or purchase?•What is the timeline?

Implementation: Starting the online program•Registration•Instructor training•Technical support•System for ongoing, formative assessment

Confirmation: Assessment; decision to continue, abort, or modify program•Measures of success: enrollment numbers; students completion rates; cost analysis•External assessments: standardized tests; end of course exams•Possible alternatives

References:Abel, R. (2005). Implementing best practices in online learning. Retrieved fromhttp://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ImplementingBestPracticesinOnl/157354

Rogers, E.M. (2003). Diffusion of Innovations (5th ed.). New York: Free Press

Simmons College (2004). Implementing an online program: Guiding questions. Retrieved fromhttp://my.simmons.edu/services/technology/ptrc/pdf/educause04_handouts.pdf

Innovation Adoption S-Curve

Adopter Categories

Innovators

Tech savvy;Academically

advanced;Self-

motivated; Risk-takers

• Students/teachers seeking acceleration and independent learning

• Students strong in technology and science

Strategies for recruitment

• Seek and value feedback

• Offer initial courses for no cost

Image source: http://4.bp.blogspot.com/_4RUa3sMeqtc/RgwkF2r6ywI/AAAAAAAAAI8/sA97h0ldqC4/s400/innovation.jpg

Adopter Categories

Early Adopters

Social leaders; Change agents; Open-

minded

• Students in leadership roles in campus orgranizations/activities

• Teacher team leaders• Individuals with high

aspirations/goals

Recruitment strategies

• Directly contact/recruit students & teachers identified as having influence

• Ensure opportunities for sharing experiences with others, recognition

Image source: http://farm3.static.flickr.com/2070/2137729430_11b29f9164.jpg

Adopter Categories

Laggards

Socially isolated;

Avoid risks;

Carefully calculating

• Average or below-average students or teachers

• Individuals with traditional values and methodologies

Recruitment

strategies

• Detailed explanations of risks and benefits

• Risk-reduction strategies (e.g. opportunities to try on non-credit basis)

• Introduce through blended environments

Image source: http://2.bp.blogspot.com/_8f3oOk91HCY/TOFCOIxOgDI/AAAAAAAAHIg/5QEF1bzk8A8/s400/searching-for-info.jpg

Reaching Critical Mass

Clear advantages(Demonstrate that online learning offers advantages of convenience,

flexibility, individualization, and meaningful learning.)

Compatible (User-friendly)(Online learning should make use of

existing technologies and skills; avaliable courses diverse to meet

needs of variety of users.)

Trialability(Opportunities should be provided to take part in abbreviated courses or blended learning opportunities

that allow users to experience online learning in risk-free settings.)

Observability(Publicize the positive experiences

of early adopters, including assessments of courses,

experiences with tools, and comparisons to in-person learning.)

Critical Attributes for Reaching Critical

Mass

Strategies for DiffusionDe-centralized

approach: Course offerings, format

determined by district administration, course

instructors.

Diffusion via teacher and student peer

networks.

Modification/adaptation of courses to meet needs of teachers, students, district.

Innovations based upon teacher and user

(student) input and experimentation.

Assessment of course offerings/formats based

upon needs of users.

Change Agents

District curriculum and

technology departments;

course instructors

(course development;

technical needs)

District communications department

(publicity; gathering

feedback data; facilitate

communication)

Early adopters (Teachers and

students--recruitment; assessment)

Strategies for Achieving Critical MassGive alternatives

(Offer blended courses as

transistional experiences for

reluctant adopters.)

Publicize (Share positive teaching

and learning experiences,

classroom effects)

Offer incentives (continuing

education credit, stipends, work

days out of classroom)

Solicit "champions"

(District/campus leaders as leaders,

participants, proponents)

Why Teach & Learn Online?

Engage

reluctant

learners

Image source: http://www.flickr.com/photos/15267290@N03/2083329049/sizes/z/in/photostream/

Why Teach & Learn Online?

Flexibilit

y

Image source: http://www.flickr.com/photos/duketip/5428587298/sizes/l/in/photostream/

Why Teach & Learn Online?

Collaborative

Image source: http://www.flickr.com/photos/fncll/145149313/sizes/l/in/photostream/

Why Teach & Learn Online?

Accommodat

es multiple

learning

styles

Image source: http://www.flickr.com/photos/ksmf/4895263694/sizes/l/in/photostream/

Why Teach & Learn Online?

Cost-

effective

Image source: http://www.flickr.com/photos/dborman2/3258378233/sizes/l/in/photostream/

Why Teach & Learn Online?

Supports 21st

century skills

Image source: http://www.flickr.com/photos/9948354@N08/763399258/sizes/l/in/photostream/

References