Internet Based Multimedia Resources for Online Learning

Mayer (Laureate Education, Inc., 2011) discusses the benefits of multimedia learning theory by stating that humans learn through multiple channels, such as audio and visual channels, and multimedia learning resources cognitively engage learners by stimulating audio and visual pathways to produce meaningful learning. This blog will briefly review two multimedia internet-based resources applicable to nursing education; Second Life and Free Nurse Tutor.   

URL: http://secondlife.com/

Second Life (SL) is a 3D environment in which learners create avatars to participate in games and simulations. Skiba (2009) describes SL as a virtual world in which experiential learning takes place. Students can play, interact and collaborate with other participants to learn and apply new knowledge. Two current SL games for nursing education are HealthInfo Island and Second Health Hospital.  HealthInfo Island players can learn about health and wellness issues, diseases, surgical procedures, drug effects and interactions, support services, and new research. Second Health Hospital allows participants to train as professionals while patients learn about healthcare facilities and procedures. 

The main concerns related to incorporating SL games in online learning are 1) the required technological support to run the games, 2) the learning curve for faculty in developing games, and 3) learning curve for students playing the games. Skiba (2009) reports that high-end computers with sophisticated graphic capabilities are required to build and use the system; therefore, technical support for faculty and students is essential. Purchasing the required hardware to support SL and create games may be a barrier for financially strapped organizations. A significant time commitment is required for faculty to create and maintain the SL learning experience.  

URL: http://freenursetutor.com/

Free Nurse Tutor is a free, open-source website, offering games to engage nursing students through interactive computer based learning activities. The site has multiple games on a wide range of topics. I focused on the Cardiac System site, which included eight different interactive games to help nursing students learn about cardiac anatomy, disorders such as heart failure, diagnostic tools like EKGs, and medications such as nitroglycerin. The site also includes a number of videos and an educator's corner. Most of the videos are from Youtube. Educators can register to create a personal account to customize learning activities. 

The abundance of material on the site would be overwhelming for learners. This might lead to unproductive time as students navigate through the various different body systems and games. Educators would need to select which interactive strategies to incorporate for student learning and ensure each activity related to a learning objective and/or course outcome (Conrad & Donaldson, 2011). 

Reference:

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and

resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

 

Laureate Education, Inc. (Executive Producer). (2011). Multimedia learning theory.  Baltimore, MD: Author

Skiba, D. J. (2009). A second look at second life. Emerging technology center. Nursing Education Perspectives, 30(2), 129-131.

Setting up effective online learning experiences

In discussing online learning, Boettcher and Conrad (2010) suggest several elements that are essential to a successful learner experience. The first is to develop the course site using quality metrics to ensure the site is well organized and meets educational standards for online learning. Using Quality Matters rubrics as a guide can help faculty create a quality online course (Boettcher & Conrad). Second, a course syllabus that clearly outlines course policies, learner expectations, course goals and outcomes, and the method of course communication is vital. Netiquette and communication guidelines establish expectations for the course that let students know where to post questions and contact the instructor or fellow learners as needed. Third, weekly lesson plans that outline course content, resources, and learning and assessment strategies should be in place before the course begins. The first several weeks of discussion forums should be created and ready for student interaction prior to the start of the course. Lastly, a short but thorough learner orientation to the course will help to smooth the transition into the course. Pratt and Palloff (Laureate Education, Inc., 2012) suggest developing a short video that explains important areas of the course site, instructor expectations, and directs students to review their technology to ensure they are prepared for online learning. 

Students new to online learning are often nervous and unsure of how a course will run, and what to expect from faculty. To decrease learner anxiety it is essential to have specific guidelines regarding learner to faculty, learner to learner, and learner to resource interaction (Boettcher & Conrad, 2010). In the online environment, learners come from varied backgrounds, multiple time zones, and with different operating systems and technologies. To reduce learner frustration and anxiety, and improve course satisfaction, faculty must develop clear guidelines and course expectations for students. A syllabus and/or short video presentation that outlines participation requirements, instructor feedback timelines and assignment deadlines helps to reduce student stress levels (Boettcher & Conrad). For example, discussion forums are one of the primary tools for collaborative learning in the online setting. A discussion board rubric provides students with the information needed to meet expectations related to this form of learning.

When setting up an online learning experience for adult learners, faculty should consider Knowles (1970) concepts on andragogy, and theories on constructivism (Merriam, Caffarella, & Baumgartner, 2007). Adult learners are often self-directed, and bring varied and vast life experiences to the learning environment. Andragogy and constructivist theorist believe adult learners want to learn useful information that is relevant to real life. Learning experiences should be authentic and designed to assist adult learners in the application of course content (Boettcher & Conrad, 2010). Adult learners want to apply new knowledge and skills immediately to real-world settings. In developing online learning experiences, using andragogical and constructivist frameworks will assist faculty in meeting the needs of adult learners. 

 

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and

practical pedagogical tips. San Francisco, CA: Jossey-Bass.

 

Knowles, M. (1970). What is andragogy. In M. Knowles, The modern practice of adult education: From pedagogy to andragogy (pp. 40-59). Retrieved from http://www.hospitalist.cumc.columbia.edu/downloads/cc4_articles/Education%20Theory/Andragogy.pdf

 

Laureate Education, Inc. (Executive Producer). (2012). Launching the online learning

experience. Baltimore, MD: Author.

 

Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco, CA: Jossey-Bass

 

Online Learning Communities

Vesley, Bloom, and Sherlock (2007) remark that attrition rates for distance learners is10-20 % higher than for learners in traditional classrooms. Strategies to address and reduce attrition rates have led to research on the impact of learning communities in the online setting. A literature review by Vesley, Bloom, and Sherlock revealed a clear relationship between retention, improved learning, and participation in learning communities. Pratt and Palloff (Laureate Education, Inc., 2012) further discuss the importance of developing online learning communities and offer ideas on how faculty can build strong online environments that support and encourage learning communities. 

Pratt and Palloff (Laureate Education, Inc., 2012) assert there are three main interconnecting elements that form effective online communities. The first two are people (learners) coming together for a common purpose, to learn. Course delivery or the process is the third element, which relates to engaging students through community building. Some essential elements of online community building are: 1) a strong instructor presence; the instructor needs to model appropriate online interaction by being present daily, and during the first two weeks, multiple times a day, 2) sending a welcome letter to students before the class begins, 3) having learners post introductions, sharing some personal interests, and 4) helping student get comfortable with the technology through course orientation (Laureate Education, Inc.; Vesley, Bloom, & Sherlock, 2007).

Pratt and Palloff (Laureate Education, Inc., 2012) further share that participation in learning communities increases student satisfaction with online learning and improves learning outcomes through co-creation of knowledge. Students feel a greater sense of community as they collaborate to problem-solve and develop new ideas (Vesley, Bloom, & Sherlock, 2007). In addition, instructors must become an equal member of the learning community, engaging students individually while facilitating student-student interaction. 

Sustaining a learning community requires effort from all stakeholders; faculty, administration, learners, and technical support. Ensuring the learning environment meets all accrediting standards requires support from all parties and is an on-going process. Furthermore, developing guidelines that outline the rules of engagement at the course and institutional level, demonstrate compliance with state and federal educational standards (Laureate Education, Inc., 2012). 

It is clear that developing and maintaining an active, engaged learning community takes effort, and a strong conviction for supporting student learning in the online environment. For faculty, key points include 1) modeling expected behaviors and interactions, 2) facilitating and encouraging student participation, 3) responding to students concerns in a timely manner, and 4) establishing and maintaining an atmosphere of open, safe communication (Vesley, Bloom, & Sherlock, 2007). This blog touches on a few essential elements in building and sustaining online learning communities. 

References:

Laureate Education, Inc. (Executive Producer). (2012). Online learning communities. Baltimore, MD: Author

Vesley, P., Bloom, L., & Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3). Retrieved from http://jolt.merlot.org/vol3no3/vesely.htm

EDUC 6179 Online Instructional Strategies for Adult Learners

Welcome Classmates and Dr. Maxwell:

This blog will transition from using educational technologies to enhance learning to reviewing and discussing online instructional strategies that engage adult learners.  Weekly topics will focus on building online learning communities, developing effective online learning experiences, using multimedia resources, understanding and avoiding plagiarism, creating effective assessment tools, and providing appropriate feedback to adult learners. I look forward to our dialogue about these issues.
Linda