Introduction
Theories, tools, and principles of online learning
Modern technology has changed education designs. Using a range of new communications and network tools it is now easy to design an online education platform is now easier than before. Successful online educational designs depend on the right combination of tools, theories, and principles. In online designs, the main challenge is overcoming the geographical associated with such designs. Therefore, when designing an online education program, one needs to put in consideration all factors that can make such a program a success.
A learning experience should have four elements (Boettcher, 2003). These include a learner, a mentor, a suitable environment, and knowledge. All these should have the learner at their centre. Therefore, when designing an online program it should be inclusive of all these elements. This means there should be qualified tutors who are actively involved in the process of influencing knowledge to learners in a favorable environment.
Another learning principle that is important to online learning is the principle of learners bringing their personal knowledge, skills, and attitudes to the learning experience (Boettcher, 2007). There have been instances when online educational programs have ignored this principle. This results in a one sided learning environment where learners’ skill sets are largely ignored. A good online program should engage learners to make sure they utilize their personal knowledge, skills, and attitudes.
Interaction is a central aspect of any learning environment. Web based learning comes with different forms of interactions that have to be understood by both the educator and learner. It is therefore important for an online educational program to set up adequate tools of interaction. These may range from class blogs, webcam technology, to simulated group activities.
Interaction as a key variable to learning
Interaction is a basic attribute to any learning experience. Anderson argues that some forms of interaction may be eliminated or offered at minimal levels without degrading the educational experience (Anderson, 2003). This can be interpreted to mean that when it comes to education, interaction is the key variable regardless of its kind. I disagree with this notion based on the contribution interaction makes towards a learning experience.
First, effective learning is dependent on critical thinking and reflective abilities in a learner. Even these abilities rely on interaction. The revised four-model method of critical thinking considers group interaction important in the learning process (Garrison, 1991). This means interaction is as important to learning just as critical thinking and cognitive skills are.
In a study conducted to find out the impact of interaction in online learning, it was found that learners who interacted more scored highly than those who did not. This research negates the notion that interaction is a variable in the learning process. I think interaction is a vital means of impacting knowledge as the findings of this study suggest. In another analysis of seventy-four different studies on interaction, it was found that all forms of interaction suggested by Moore resulted in improved learning (Lulee, 2011).
Although interaction does not work on a one size fits all bases, different modes might help individuals in different ways. Opponents of interaction argue that it does not work for everybody. This may be true, but in my view, different people respond to different forms of interaction. Therefore, ignoring some aspects of interactions may hurt select individuals. This means there is no need to disintegrate interaction because it works better as an ensemble.
Ecological learning Environment
Quinton’s idea of ecological learning environment is based on the principle of a learning environment being structured like an ecological system. This means that it is complete with dynamic, interdependent, and adaptive elements. According to Quinton (2010), a learning environment is similar to ecology where learners are supported by the necessary tools, and environment. In an ecological learning environment, learners share expertise and knowledge, and form groupings in accordance with their individual needs.
In its totality, ecological learning environment envisions a learner as part of a networked system. As part of this system, a learner can gain or share information. The gained information is what helps the individual evolve. This learning concept possesses two strong qualities; it allows diversity and it is highly adaptable.
One example of this learning concept is online education or web based education in general. Like in an ecosystem, online education brings together participants who have similar interests. Amongst this community, knowledge is being exchanged. There is constant evolution in line with this new knowledge and the process involves high levels of organization. All these factors make web based learning a perfect example of an ecological learning environment as explained by Quinton. Success of online learning depends on the quality of network created. A good network creates a viable ecological learning environment. The tutors, learners, online universities, and the computer networks are all part of this ecology.
Quinton’s idea of ecological learning environment seems to have been addressing online education. The mechanism of online learning is a shadow of this concept in almost all manners.
References
Anderson, T. (2003). Getting the mix right again: an updated and theoretical rationale for interaction. The International Review of Research in Open and Distance Learning, 4(2), 1.
Boettcher, J. (2007). Ten core principles for designing effective learning environments: insights from brain research and pedagogical theory. Innovate, 3(3), 1-6.
Boettcher, J. V. (2003). In Distance learning and university effectiveness: Changing educational paradigms for online learning, ed. R. Discenza, C. Howard, and K.Schenk. Hershey, PA: Idea Group.
Garrison, D. R. (1991). Critical thinking and adult education: a conceptual model for developing critical thinking in adult learners. International Journal of Lifelong Education, 10(4), 287-288.
Lulee, S. T. (2011). Basic Principles of Interaction for Learning in Web-Based Environment, Web.
Quinton, S.R. (2010). Principles of Effective Learning Environment Design– In Ebner, M.
& Schiefner, M. (Eds.) Looking Toward the Future of Technology-Enhanced Education: Ubiquitous Learning and the Digital Native. Web.