A four levels framework to understand quality practices in active e-Learning

Diogo Casanova1, António Moreira2, Nilza Costa2

1 Kingston University London, CHERP, United Kingdom2 Universidade de Aveiro, Portugal

ECER2014

putting into context

Sect

or

mean 2

003

Sect

or

mean 2

005

Sect

or

mean 2

008

Sect

or

mean 2

010

Sect

or

mean 2

012

Sect

or

mean 2

014

0%

10%

20%

30%

40%

50%

60%

web supplemented, in which online participation is op-tional for studentsweb dependent (interaction with content)web dependent (commu-nication with staff/stu-dents)web dependent (interaction with content and commu-nicationfully online courses

Universities and Colleges Information Systems Association

How are technologies being used in learning and teaching? A view of the sector in the UK

What does the Horizon report say (2014)

The lack of rewards and recognition for good teaching practices and especially online teaching, which is still considered to be an extension to the f2f traditional environments (in campus-based universities)

REASONS THAT ARE IMPEDING TEL ADOPTION IN HIGHER EDUCATION

The low digital fluency among staff • the lack of competencies in using technologies pedagogically;• the non-integration of digital media literacy skills across the

curriculum.

The emergency of new models of education such as MOOCs, that bring new pedagogical challenges when there is still a lot to learn about delivering effective online education

2003

f2f E-Learning

2014f2f E-Learning

Pedagogy

Pedagogy

Active

Supplement

Active learning

What are the repercussions for quality?

Passive

Where are we now?

There is a lack of criticality within HEi, lecturers and learners when using TEL in HE (Selwyn, 2013).

E-Learning evaluation shouldn't’ be considered a process apart from the traditional QaS (Jung, 2011; Oliver, 2005)

The use of technology for learning is still driven by the ‘repurposing of learning materials and the launch of large-scale, content-led, broadly self-study distance-Learning programmes’ (Benton, 2009, p. 97).

In 2014, in the UK, 40% of the HE courses are not depended of the web! (Universities and Colleges Information Systems Association, 2014)

oWhat is active e-Learning?

oAre we prepared for engaging in active e-Learning… are our students… is our institution?

oWhat is quality in active e-Learning?

RESEARCH METHODS

research design

1. Theoretical

study

2. Empirical study

3. Collecting,

and developing instances

and categories

4. Discussing

and reflecting on

data

5. Theoretical

study

6. Empirical study

7. Collecting,

and developing instances

and categories

8. Discussing

and reflecting on

data

First phase (focusing on the definition of active e-Learning)

Step - 1 data collected from the theory, especially focusing on theories of e-Learning and active learning;

Step - 2 interviews with members of academic and non-academic staff from a university in Portugal;

Step - 3 data collected from the theory and empirical findings and formulation of instances and categories within the framework;

Step - 4 data findings discussions with international experts in this field of knowledge and elaboration of a revisited framework.

Second phase (focusing on identifying QS for active e-Learning)

Step – 5 data collected within the literature about models that evaluate the quality of e-learning which in some extent would be aligned with the first version of the framework;

Step – 6 focus group for understanding the students point a view about quality learning in e-Learning,

Step - 7 data collected from the theory and empirical moments and formulation of concepts and categories within the framework;

Step - 8 data findings discussion both in Portugal and in the UK with international experts in e-Learning and e-Learning quality.

What is active e-Learning?

Key c

on

cep

ts learner-centred The learner should be able to act as an active agent in the learning process designing its own path of learning and constructing its own conception of knowledge (Mayes & Freitas, 2007).

Should allow a degree of personalisation either by agreeing with learners the learning outcomes and assessment or by giving learners different opportunities so they can adapt to their own learning styles and needs.

Examples:

• Allow learners to choose their own learning resources and materials;

• Discussing personal experiences and setting individual outcomes/goals;

• Enforcing learners to become active consumers of online communities.

Key c

on

cep

ts relevant use of technologyTechnology must be used when it is relevant and when it brings something new or additional to the learning experience.

This suggests that by using technology the lecturer is either promoting new learning opportunities or promoting more effective and more engaging teaching.

Examples:

• Use technology to promote asynchronous and reflected discussions;

• Use technologies to promote collaborative writing (Google Docs) or thinking skills (Conceptual Maps);

• Use technologies for interacting with students in classroom (Twitter wall, Audience Response Systems) or involving with a different style of learning using multimedia files or simulation environments.

Key c

on

cep

tsplanned and designedE-Learning doesn’t match with improvise. Activities need to be aligned with assessment, with iLO and with a pedagogical goal.

Practical use of constructive alignment (Biggs & Tang, 2011) is fundamental because it allows learners to become more autonomous and more responsible for their learning.

Lecturers should choose a particular tool or technology according to the learning activity or to each pedagogical goal (Conole, Dyke, Oliver, & Seale, 2004; Laurillard, 2002).

Examples:

• Use design tools to plan and to reflect on how you set learning goals and plan activities;

• Use analytics as a tool to reflect and redesign.

Key c

on

cep

tsactive and experiential The learner has to become involved in the learning process not by hearing or reading passively but by appropriating the content delivered. Learners must be involved in developing hypothesis, interpreting, manipulating, solving problems and taking decisions (Kim & Hannafin, 2011).

The learner must also be involved in reflecting on its learning and on the learning process.

Examples:

• Develop project base learning activities (technology can be seen as a medium but also as a support for the end product);

• Promote complex activities which suggest experimentation and having different outcomes;

• Encourage individual and group reflections at the end of each activity (using blogs, social networks or forums).

Key c

on

cep

ts flexibleOne of the most suggested reasons for the use of technology in learning and especially in HE is the degree of flexibility it allows, not just from the learners perspective but also from the lecturer perspective.

Flexibility can be demonstrated according to the time learning occurs, the duration learning takes, the learning space or the learning resources available (Moore et al., 2011; Oliver & Trigwell, 2005).

Examples:• Agree with flexible schedules (tasks, assessment) when possible;

• Encourage flexibility when choosing resources or tools;

Key c

on

cep

tsengagement by production and collaborationFor the use of technology to become engaging it should foster production, collaboration, communication and content sharing between lecturers and learners and learners and learners (Conole, Crew, Oliver, & Harvey, 2001; Shea, Pickett, & Pelz, 2003).

Communication needs to be effective and according to best practices (netiquette, frequent, relevant). There should be a presence from the lecturer either directly or indirectly (mentors/tutors) and communication must be synchronous and asynchronous .

Feedback must be constructive, timely and involving learners in it (Shea et al., 2003).

Examples:

• Nominate students as moderators so they become daily responsible for the online environment (fosters responsibility, transferable skills, online presence);

• Agree with a response time beforehand and give feedback in that timeframe (ideally in a 24h timeframe).

Key c

on

cep

tsauthenticAlignment between activities, students expectations and experiential learning (Bradwell, 2009; Herrington, Oliver, & Reeves, 2011). A learner motivated with real and meaningful activities is crucial especially when there is a lack of physical presence from the lecturer. It encourages engagement and self-direction.

Examples:

• Design real scenarios similar to what students would have in their future professions;

• Encourage more project base learning;

• Involve stakeholders/employers when possible;

• Encourage students to share their previous experiences;

• Encourage the use of professional networks (social media).

oth

er

rele

van

t co

nce

pts

th

at

info

rmed

th

e f

ram

ew

ork

Innovation (materials and resources, learning activities) Impact (students learning, transferable skills)Satisfaction (students, staff, future employers)Sustainability (lifelong learning skills, reusable materials and resources)

What is quality in active e-Learning?What do we need to have in mind for engaging in active e-Learning?

The four level model12 sub-dimensions

61 domains121 categories

298 threshold statements Level 4 - Learning process

Level 1 - Institutional background

Level 3 - Design

Level 2 - Participants background

Level 1

– In

stitutio

nal

back

gro

un

d

Institutional policies

Information systems

Support

Guidelines and proceduresEvaluation

Quality

TechnicalPedagogicalLibrarianAdministrative

Level 2

- Pa

rticipan

ts b

ack

gro

un

d

Competencies

Constraints

ScientificPedagogicalTechnicalMotivationalDigitalConfidence

Expectations

RequirementsConvergence of rolesConvergence of users expectations

Level 3

- Desig

n

Programme attributes

Learning content

Learning activities

FlexibleAccurateLearner-centredAligned with the market

Information about contentInformation about rulesInformation about requisitesAlignment with the curriculum

Level of technology integrationLevel of participationLevel of active learning

Level 4

– Learn

ing

p

roce

ss

Learning resources

Instruction

Pedagogical domainImmersion domainTechnical domainEfficacy domainScientific domain

Interpersonal relationshipDeliveryCommunicationAssessment

Learning Environment

Pedagogical domainTechnical domainOrganisational domainImmersion domainAesthetic domain

Final considerations and suggestions for discussion

• Is this module more suitable for quality enhancement or quality assurance? What concerns should we have?

• Can we use this module for assessing emergent e-learning trends (MOOCs, OER, PLEs)

• How and with what debt should we integrate analytics in evaluation models (ethics, data protection).