Learning at the Speed of Light: Deep Learning and Accelerated Online Programs
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Learning at the Speed of Light: Deep Learning and Accelerated Online
ProgramsAnastasia M. Trekles
Ph.D. Candidate
Instructional Design for Online Learning
School of Education
Capella University
Valparaiso, IN
219-545-3442
Introduction
• Accelerated online degree programs are becoming more and more popular (Penprase 2012; Tatum, 2010)
• At the graduate level, these programs present a question: can students learn deeply enough to become experts in their field within a compressed amount of time?
• I investigated a masters-level accelerated program (15 months to completion, 10 5-week courses) in Educational Administration • Instructional design of all courses except internship (9 out
of 10 courses)• Student approaches to learning and experiences in
coursework
Problem Statement
• Graduate-level online accelerated programs are increasing rapidly to help adult learners achieve necessary skills and credentials more quickly (Wlodkowski & Ginsberg, 2010)
• Research in effectively meeting deep learning outcomes in online learning is mixed, as controlling for method of course delivery is difficult (Shachar & Neumann, 2010)
• Understanding student approaches to learning and how they may be affected by the instructional design characteristics of courses would assist universities in developing higher-quality programs
Key Informing Research
• Bernard et al. (2004), Bekele and Menchaca (2008), and Shachar & Neumann (2010) noted that many variables can impact online learning acquisition, so studying deep learning presents a challenge
• Course design, student motivation, and learner development all can impact learning performance and approach (Biggs & Collis, 1982; Bransford et al., 2000; Merrill, 2012)
• Penprase (2012), Johnson (2009), and Driessnack et al. (2011) discussed accelerated learners’ perceptions and characteristics
Theoretical Framework
• Graduate-level coursework is intended to bring students toward expert-level understanding – i.e., deep learning (Biggs & Collis, 1982; Bransford et al., 2000)
• Instructional design models, such as Merrill (2012), provide for the systematic increase of student learning depth
• But, there are still significant gaps in understanding deep learning approaches in accelerated online coursework
Methodology
• Population: All students in graduate-level coursework considered accelerated (time-compressed) and delivered asynchronously online
• Sampling method: From available programs, one program at a Midwestern public university was selected
• 136 total students in Master of Science in Educational Administration program
• Sample:• 9 courses (out of 10,
excluding internship)
• 17 survey respondents
• 5 interview participants
• Participants recruited via email, course announcements from advisor
• Volunteered to participate
Data Collection
• Research Question 1:• Revised 2-Factor Study
Process Questionnaire (R-SPQ-2F) (Biggs, Kember, & Leung, 2001)
• Interviews via Skype
• Research Question 2: Course analysis using Merrill’s e3 rubric (2009; 2012) and SOLO Taxonomy (Biggs & Tang, 2007)
Data Analysis
• Interpretive embedded single-case study
• NVivo software used to organize, find themes, and analyze data
• Pattern-matching and constant comparative analysis used to find themes and compare within and across each set of data and embedded cases
Limitations
• Case study limited to one program and a small sample despite the fact that participants came from a wide geographic area
• University program was master’s-level in education – other disciplines may be different
• University was public and located in the Midwest – other regions and types may be different
Results: RQ1
• RQ1: How do learners approach their learning in accelerated, asynchronous online graduate courses?• Results from R-SPQ-2F and interviews showed certain
things to influence students’ learning approaches:• Time• Personal motivation and direction• Course structure and content• Assignment scheduling• Use of projects vs. quizzes• Real-world concepts and assignments• Peer interaction• Technology expectations
R-SPQ-2F Results
Results: RQ2
• RQ2: Which instructional design characteristics and strategies used in accelerated asynchronous online courses play a role in helping learners reach deeper levels of learning?• Course analysis through Merrill’s (2012) rubric and SOLO
Taxonomy supported RQ1 finding that learning approach can be promoted through course design
• Course objectives covered all levels of SOLO Taxonomy• Activities provide real-world practice, peer collaboration, field
experience, and reflection• Courses built logically from one activity to the next to
increase depth of understanding and performance level • 5 weekly modules, consistent look and feel throughout
courses
First Principles by Course
Conclusions
Recommendations
• Online, accelerated graduate course and program design should:• Use consistency in structure and scheduling• Use real-world projects over exams and other less
authentic assessment measures• Focus on key objectives and avoid including extra work
or information that is just “nice to know”
• Further research may:• Include greater numbers of programs and participants• Investigate other disciplines, other types of programs• Investigate learning approach in comparison to learning
acquisition
Questions?