Enabling Successful Online Learning: A Literature Review

References:

Palloff, R. & Pratt, K. 2001, ‘Working with the Virtual Student’, Ch.7, in Lessons from the Cyberspace Classroom, Jossey-Bass, pp.107-124.

Watkins, R. 2005, ‘Preparing E-Learners for Online Success’, Learning Circuits, September, viewed 17 October 2007, http://www.learningcircuits.org/2005/sep2005/watkins.htm

These articles are published four years apart: Palloff & Pratt in 2001, and Watson four years later in 2005. Both discuss the need to assess learner and teacher readiness prior to engagement in online learning and the requirement for continuous and ongoing support. The need to create collaborative learning environments where peers can interact and share ideas is also highlighted.

Palloff & Pratt (2001, p.107) begin by stating that success will occur when learners are ‘creative’ and actively ‘…engaged in the learning process’. To be successful in online environments learners need to be engaged in the learning process and motivated to learn, they need to be capable of utilising the technology and be self-directed.

Readiness of learners is particularly important as it contributes to successful outcomes, and minimises learner frustration and anxiety. In addition teacher readiness is equally important. It should not be assumed that either learners or instructors are capable of success (Palloff & Pratt, 2001). Teachers will need training and support and learners will need to learn how to learnin a new environment (Palloff & Pratt, 2001).

The following questions are posed by Palloff & Pratt (2001) and advice offered on possible solutions:

1. What are the characteristics of online learners?
2. What is the role of the learner?
3. How do teachers maximise learner potential?
4. How can teachers educate learners on using of online learning environments effectively?

Watkins (2005) points out that readiness surveys can assist in identifying learner abilities in the e-learning area before course commencement. Watson and colleagues have established guidelines on designing learner readiness surveys and the types of questions that should be included. These surveys are designed to enable potential students to self-assess their own readiness to participate in online learning. The desired characteristics of learners and the skills required for success in an online environment are discussed.

Many learners come into the game [so to speak] with limited or no prior knowledge and experience of the technology and required skills to operate it successfully. Watson recommends building success enablers into the courses, and offers the following suggestions as to how this might be achieved:

1. Include online ice-breakers to help build supportive peer to peer relationships.
2. Instructors should be familiar with not only the technology used in course but also those required to facilitate the course.
3. Provide support access and specific resources related to technology used in courses.
4. Provide self-assessment, support tools, and additional resources to assist learners who may experience difficulties.
5. Supply Internet links to assist learners in accomplishing outcomes.
6. Encourage interaction and communication with peers using available technology.

Technological advancement has led to a multitude of educational opportunities for both learners and teachers. We are no longer imprisoned to the four-walled training rooms of the past. Learners and educators need to learn new skills and be able to operate new technology in order to be able to effectively engage in online learning environments.

Learners and educators often need to  learn on the run as the incredible pace of technology has created constantly evolving teaching and learning environments. This creates loads of excitement and enthusiasm. However, be warned there are pitfalls for the unprepared. Barriers and frustrations are unfortunately also common. Each of us will require the development of new knowledge, skills and techniques.

Peer support, self-direction and self-regulation are a must for learners. Whereas educators may need to adopt new strategies and teaching styles. We must rethink the way we do things, or we may be left behind. The chalk and talk days are gone, and the roles and expectations of both educators and learners are definitely changing. It is all very exciting; but a little frightening the same time!