Suggested Area: Distance/Online Education
Article for One Voice Institute of Elemental Ethics and Education Conference, Long Branch, NJ, 2010
Suggested Area: Distance/Online Education
Title:Issues in Distance/Online Education
Anthony R. Romano, Ph.D.
Associate Professor of Management
CaldwellCollege, Caldwell, NJ07006
Home Phone:732.560.3782
Office Phone:973.618.3909
E-mail:
Abstract
The objective of this article is to examine four significant issues in distance/online learning in postsecondary and adult education. These include: 1)teaching critical thinking in an online environment,2) differential learning and differential assessment in an online environment, 3)faculty participation issues,and4) use of constructivist learning theory in online course design.My theoreticalposition is that the online course room enables more opportunity to develop critical thinking skills and better supports differential learning than the traditional face-to-face classroom. Further, I argue that faculty participation may be improved by providing reasonable incentives and/or course load reductions. Finally, I suggest that constructivist pedagogy is a good fit to online learning. The methodology includes arguments that are derived from research-based studies of various authors,position papers,and the author’s own research. The importance of this article is that it contributes to our understanding of the effectiveness of online learning.In conclusion, it is my belief that critical thinking can be enhanced by online learning and that differential learning and assessment is possible; butrequires careful curriculum development with better course design and assessment techniques. Constructivist teaching methodology is indicatedas an effective online pedagogy and methods are suggested to enhance faculty participation. Online education and practice should benefit from the insights developed in this article.
Issues in Distance/Online Education
An issue of particular interest to me is the use of online learning in postsecondary and adult education and the transitional needs to best support migration of traditional classes to an online format.A number of issues have arisen with respect to transitioning from face-to-face to online learning. There have been some indications that faculty members may be reluctant to make the transition. Some prefer the face-to-face format; but more importantly, there is a lingering question regarding the effectiveness of online learning versus face-to-face learning for teaching critical thinking skills. The impact that online teaching has on faculty workload is also uncharted. There is a question regarding whether or not the needs of students with learning disabilities can be accommodated in online learning environments. Constructivist pedagogy’s role in online education is considered.
Notwithstanding the above issues, the future of education is committed to increasing the availability of online learning options for postsecondary, graduate, and adult continuing education learners. Some uncertainty exists regarding online learning’s effectiveness in teaching critical thinking. Hopefully, a better understanding of the effectiveness of online learning will result from this article.Online courses are still a relatively new area of curriculum development and many questions remain to be resolved. Workload requirements, compensation, and how to develop the content and design of onlinecourses are areas of concern particularly in traditional schools that are transitioning courses from face-to-face to online. It is unclear who should own the course content material; the institution or the individual faculty members. There are questions regarding fair and equitable online learner assessment. There are differences of opinion regarding the useof written assignments that are graded subjectively against a rubric versus assessment by use of objective online quizzes and tests taken in fixed-time periods.
Definition of Key Concepts
Adult continuing education: Consists of adult learners who are typically above the age of traditional undergraduates. Adults studying in online environmentsare growing in number.
Constructivism:In this pedagogy, students develop their own knowledge by integrating new learning with what they already know. As they gain understanding, they share their understanding with others, and then reflect on their understanding in the classroom” (Gagnon & Collay, 2001).
Critical Thinking (Generic):Analysis, interpretation, synthesis, argument evaluation, deduction, induction, inference (Watson & Glaser, 1964; Ennis & Weir, 1985; Facione, 1990). Critical Thinking(Context Specific): To be able to think in terms of the content (subject) and context (background) knowledge of the practice and institutional environment (Ennis, 1989; Brookfield, 1997).
Face-to-face learning: Traditional on-campus classes that typically meet in classrooms. Face-to-face is often referred to as “F-2-F”.
Hybrid learning: A combination of classroom learning and online distance learning. A class that meets face-to-face and also participates in an online segment.
Online differential learners:Use of online learning technology to help solve the problem of providing differential learning experiences to students with learning or physical disabilities.
Online learning:The process of using online teaching tools such as Blackboard, WebCT, or similar learning applications in a online “virtual” classroom environment.
Theoretical Framework
With respect to critical thinking,my theoretical position is that the increased interaction of idea and concept discussion that takes place in an online environment is more intense than in face-to-face classes (f-2-f). It typically requires participation of all learners and the instructor and involves critical analysis with more opportunity to think critically.
Differential learning may be better accomplished in an online rather than f-2-f environment. Postsecondary and adult differential learning challenges relate to learners needing extra time to complete assignments, to study, and to interact with the instructor. I would argue that these special needs are more easily accomplished in an online rather than f-2-f environment.
Faculty participation issues can be more challenging. Many faculty members prefer to be the “sage-on-the-stage” and will likely not be interested in transitioning to distance/online teaching. However, many others would be willing to make the transition if reasonable adjustments in compensation, course workload requirement, and course content ownership were made available. Due to the intensity of online courses, it appears that faculty workload per course increases. Therefore, course load should be decreased or compensation increased.
Finally, constructivist learning theory appears to be a natural fit to the online learning environment. Online learning requires more self-directed learning and interaction in asynchronous discussion forums, where learners share insights and concepts and construct knowledge via the peer and instructor interaction process.
Issues in Postsecondary and Adult Online Learning
Can Critical Thinking be Taught in an Online Classroom?
Xu and Iran Nejard (2002), suggest “that electronic discussion is found to be better than face-to-face in promoting equal participation among students and in increasing language ability”. These authors substantiate the language ability advantage of online learning, but suggest that the question of critical reflection requires additional research. The suggestion here is that computer-based learning is useful for teaching language skills, but may not be effective in teaching critical reflection skills at the undergraduate and graduate levels (Xu & Iran-Nejard, 2002).To the contrary, I would argue that increasing language skills increases the ability to think critically.
Deloach & Greenlawconsider whether “critical thinking can be taught effectively using electronic discussions” (2005, p. 1). These authors use economics as the research subject and argue that student productivity is positively reinforced by “critical thinking spillovers” (Deloach & Greenlaw, 2005, p. 1) as a result of reviewing and reacting to postings by peers. The promise here is that critical thinking may be enhanced by an online pedagogy (Deloach & Greenlaw, 2005).Based on the results of their research,they argue that critical thinking can be taught effectively online.
Hay and Peltier argue that reflective thinking is an important aspect of management education and online learning is in fact effective in promoting critical thinking in this area. They describe a case study at the University of Wisconsin where reflective learning in distance/online was considered and compared with traditional learning (Hay & Peltier, 2004). The case study refutes the claim that online management education is less effective then traditional learning for fostering reflective thinking. The findings do suggest that reflective thinking does take different paths in online versus traditional management delivery systems (Hay & Peltier, 2004). Hay and Peltier support the notion that online learning is effective in promoting critical thinking in management.
Differential Learning and Assessment Online
For differential learners,a need is identified to move toward “an environment of customized learning” (NCREL, 2005, p. 4). Consideration is given to the differential needs of the adult workforce of the next century. The major issue is how educational systems “could change to foster an environment of customized learning” (NCREL, 2005, p. 2). Unresolved questions include how to measure performance in the online course room, and does performance measurement (particularly in the case of adults) interfere with learning? (NCREL, 2005). Given that an educational transformation is happening, the challenge to customize and expand differential learning opportunities will not be easy. However, the online environment can readily accommodate differential study times, test times, and faculty support within a fixed time duration course.
(Dede, n.d.)argues that an important issue for university instruction is the way computers enable more powerful learning. How adult learners view these challenges and connect with the resources available to achieve their goals is the question. Dede (n.d.) asserts it will take a collaborative effort on behalf of educators and learners. Will students become overwhelmed with information, and not be able to gain access to their teacher because the teacher is too busy to respond (Dede, n.d.). Well-trained teachers coupled with alternative customized learning environments will be the challenge for the future. The conclusion is that distributed learning is a new form of interaction enabled by advanced technologies; and as a conceptual framework, could guide the evolution of higher education to better serve differential learners (Dede, n.d.). The most significant influence will not be the development of software application tools, but development of wise educators and designers that understand the need to customize learning environments to meet the needs of the adult learner.
Both the NCREL and Dede argue that customized learning environments are possible, but will be challenging to develop. Customized differential learning may be challenged by uncertainty about how to assess performance, whether or not assessment curbs motivation to learn, and will proceed no faster than the availability of competent online educators and course designers.Grading fairly and equitably presents perhaps the greatest challenge. We measure performance against some form of rubric; but in the final analysis, compliance with rubrics has a subjective element. Because of this, similar courses and students may be graded differently by different professors. Improvements are needed in this area.
Faculty Participation Issues
Palloff and Pratt (2001) suggest that faculty need to consider changes in their teaching methods. “The key to success in an online class rests not with the content that is being presented but with the method by which the course is delivered” (Palloff & Pratt, 2001, p. 152). They add that “the most beautifully designed course…can fail dismally if the instructor is not a skilled online facilitator working to build a learning community among the learners” (Palloff & Pratt, 2001, p. 153). Palloff and Pratt argue that faculty and student roles merge. Both faculty and students need training and faculty needs to have greater support (Palloff & Pratt, 2001). Further, the literature suggests that “The virtual instructor must do more than just communicate information to the students. He or she must learn to support the collaborative process between the learners and to encourage them to work as a team” (McFadzean, E. & McKenzie, J., 2001, p.470). The instructor’s role changes from that of lecturer and discussion moderator in the traditional classroom to the role of facilitator in the online course room.
Gannon-Cook and Crawford (2000) provide a research based argument about improving faculty participation and performance.Educational institutions had been appealing mostly to intrinsic motivators to improve faculty acceptance. Reward systems were identified that are important to motivate faculty. “External motivators that included tenure consideration, merit raises, compensatory time, and other types of external rewards” are important (Gannon-Cook & Crawford, 2000, p. 161). These authors realize that, although much has been learned about faculty attitudes and behavior toward distance education, further research is suggested. Other considerations include compensation for course development, course load, and compensation differentials for online versus face to face teaching.
My own research indicates that a majority of faculty in one purposive sample feel that online education actually improves interaction between students and instructors, but a significant number also believe it increases faculty workload. Some form of incentive may be useful to encourage faculty to teach distancecourses in consideration of the additional workload associated with interacting with students in online discussion forums.
Constructivist LearningOnline
Constructivist learning theory has a long history tracing back to John Dewey (Gutek, 2004). Online learning lends itself to Constructivist learning theory. Schank described a virtual learning concept aimed at encouraging active and self-directed learning at higher learning goal levels and aiding in the solution of complex and knowledge-intensive tasks (Schank in Peters as cited in Moore & Anderson, 2003, p. 102). Important criteria are goal-directedness and learning from mistakes (Astleitner & Schinagel in Peters as cited in Moore & Anderson, 2003, p. 102). And “Answers are needed for questions about how to best guide teachers to become effective designers of online learning” (Sherry as cited in Moore & Anderson, 2003, p. 448). “Interaction among students and between students and instructor will provide a forum for the social construction of knowledge” (Gunawardena, 1995, as cited in Moore & Anderson, 2003, p. 768) and “Knowledge construction will result…from interaction among participants, which may include discussion, consensus building, and/or individual reflection. Thus allowing “knowledge to be constructed through the interaction of its components” (Gunawardena, Wilson, & Nolla, as cited in Moore & Anderson, 2003, p. 770).The above authors make a logical argument for the role of Constructivism in online learning. Learning requires understanding and meaning. “In order to make meaning of new information, the brain will connect new experiences to previous ones activating consciousness. Assisting students in connecting learning experiences to their personal lives helps them to learn in ways that are relevant” (Brookfield & Merriam, 2005,
p. 73). I have used Constructivist techniques in my own online teaching. The theory has worked relatively well. Learners solve problems weekly and integrate them into the overall knowledge content of the course. A key issue is training teachers to become effective online. I would argue that Constructivism may be the answer and can be implemented effectively in online learning.
Conclusions
In this paper, four related topics were discussed. The topics are: 1)teaching critical thinking online, 2) differential learning and assessment online, 3) faculty participation issues in online teaching, and 4) using Constructivist learning theory in online course design.Regarding the issue of teaching critical thinking online, although questions still exist, the positions evaluated indicate that there is a growing body of research that supports the importance of online learning in teaching critical thinking. With respect to differential learning and online assessment, the positions evaluated indicated that there were still challenges to be overcome, particularly in the area of curriculum development and course design. Fair and equitable grading appears to be the greatest challenge in online differential learning assessment. Enhancement of faculty participation in online learning appears better understood. Key faculty motivators include tenure considerations, merit compensation increases, course workload, and administration support. My practice indicates that Constructivist learning theory fits well with online curriculum and course design. Constructivist curriculum design is being used effectively by numerous online educators including myself.
References
Brookfield, S. D. (1997). Assessing critical thinking. New Directions for Adult and Continuing Education, 75, 17-29.
Brookfield, S. & Merriam, S. (2005). Critical thinking in adult education. New Jersey: John Wiley & Sons, Inc.
Dede, C. Emerging technologies and distributed learning in higher education,
Retrieved Jan. 20, 2005
Deloach, S. & Greenlaw, S. (2005). Do electronic discussions create critical thinking spillovers. ProQuest document ID: 782563421. Retrieved from ABI/Inform Global Database.
Ennis, R. H. (1989). Critical thinking and subject specificity: clarification and needed research. Educational Researcher, 18(3), 4-20.
Ennis, R. H., & Weir, E. (1985). The Ennis-Weir critical thinking essay test. Pacific Grove, CA: Midwest.
Facione, P. A. (1990). Critical thinking: a statement of expert consensus for purposes of educational assessment and instruction. Millbrae: California Academic Press.
Gagnon, G. & Collay, M. (2001) Designing for learning-six elements in constructivist classrooms. Thousand Oaks, CA: Corwin Press, Inc.
Gannon-Cook & Crawford (2000). Faculty attitudes toward distance education: enhancing the support and rewards system for innovative integration of technology within coursework. Eastern regional adult education research conference.publication.
University Park, PA, March 16-18, 2000, Retrieved from: //
Gutek, G. (2004). Educational philosophy and changes excerpted from Philosophical and ideological voices in education. Boston: Pearson Custom Publishing
Hay, A., Peltier, J. & Drago, W. (2004). Reflective learning and online management education: a comparison of traditional and online MBA students.[Abstract] ProQuest document ID: 665846941. Retrieved from ABI/Inform Global Database.
McFadzean, E. & McKenzie, J. (2001). Facilitating virtual learning groups: A practical approach. [Abstract]Journal of management development.Bradford: 2001. Vol. 20, Iss. 5/6. Retrieved from ABI/Inform Global Database.
Moore, M. & Anderson, W. (2003). Handbook of distance education.Mahwah, NJ: Erlbaum.
NCREL (2005).Customizing and expanding learning opportunities. Retrieved from