Four different models of e-learning were identified by Roberts and Jones (2000). These models are (i) the naïve model, (ii) the standard model, (iii) the evolutionary model and (iv) the radical model.
(i) The naïve model
This model is the most widely used. The characteristic of this type of model is that of putting the lecture notes on the web. It provides no opportunity for interaction or feedback. The two major advantages of this model are, that it is relatively cheap to implement, in that is does not need a lot of sophisticated hardware and software resources. Also the amount of tutor time required is minimal. The model is less threatening to students, as no or little advanced technology skills are required.
(ii) The standard model
The standard model attempts to make use of the advantages of the technology in order to allow a significant degree of communication and interaction between students and tutors. It incorporates a subject home page which includes subject material such as unit outlines and assessment guide and session materials such as lecture notes, tutorials and reading materials. It also provides the provision of email lists and newsgroups to enable communication between students and with students and the subject coordinator.
When making use of this model the students usually expect to have online information which is error free and which is at the same time always up to date. Another disadvantage of this model is the increased amount of time required to establish, maintain and keep current information throughout the semester.
(iii) The evolutionary model
The evolutionary model allows for feedback from students, which is received on a weekly and anonymous basis, to dictate how the course should change and evolve from one semester to another (Svensson et al, 1999). This feedback exposes the weaknesses and strengths that the course might have.
Differences that exist between the evolutionary model and the standard model are lectures that are pre-recorded and are available in more than one format, for example, both on CD and on the web; animations are used to explain many of the concepts and actual normal lectures are given only in response to students’ requests for further explanation of particular topics. All assignments are submitted, marked and returned electronically and a feedback mechanism is provided for students to give constructive comments on how the subject is progressing.
(iv) The radical model
The radical model makes no use of the traditional lecture format whatsoever (Romm and Taylor, 2000). Instead students are formed into groups in order to learn by interacting amongst themselves by making use of the vast amount of existing web-based resources. In this type of model the academic staff members will provide guidance as and when required.
Roberts, T. S. & Jones, D. T. (2000). Four models of on-line teaching. Proceedings of the Technological Education and National Development Conference. Crossroads of the New Millennium. April 8-10, 2000, Abu Dhabia. United Arab Erimates.
Romm, C. T. and Taylor, W. (2000). Thinking creatively about on-line education. In M. Khosrowpour (Ed), Challenges of Information Technology Management in the 21st Century, 1167-1169. Hershey, PA: Idea Group Publishing, IRMA conference, Anchorage, USA.
Svensson, L., Andersson, R., Gadd, M. and Johnson, A. (1999). Course-Barometer: Compensating for the loss of informal feedback in distance education. In B. Collis & R. Oliver (Eds), Proceedings of EdMedia '99, 1612-1613, Seattle, Washington.
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I also found about what is known as ISD’s and ADDIE model and how this can be applied to e-learning. This model focuses on how to creating and e-learning program.
ReplyDeleteThe most widely used methodology for developing new training programs is called Instructional System Design (ISD). This approach provides a step by step system for evaluation of students’ needs, the design and development of training materials and the evaluation of the efficacy of the training program.
Most ISD’s are based on the ADDIE model; Analysis, Design, Development, Implementation and Evaluation. Each step has an outcome that feeds the next step as shown in the following diagram:
Analysis - Design - Development - Implementation - Evaluation
During Analysis the designer of the course tries to understand what the desired outcomes against the already existing knowledge are and abilities of the students that intend to follow the course. The Design stage documents specific learning objectives, assessments instruments, exercises and the actual content of the course. The Development stage is when the learning material is actually created followed by the Implementation where the material is delivered to the students. Finally Evaluation takes place, and this is done mostly through feedback.
This model can be applied when creating a web-based training program. Evaluation in such courses will focus on how well the learners respond to the learning activities and how well the program performed on the chosen technology platform. Based in the feedback the program can be revised and altered. This iterative program, which is known as the prototyping continues until a satisfactory program is eventually created.
References:
Kruse K, Introduction to Instructional Design and the ADDIE Model; 2005
The difference between training and learning; http://www.halight.com/elearningsolutions/elearning_methodology.addie_model.cfm
Thanks for posting! I found this very interesting! In my opinion with the current resources at MCAST we can only use the Naive and Standard models.
ReplyDeleteIf eLearning is introduced at MCAST, then I think the term 'contact hour' in the MCAST collective agreement would need to be revised. If it is taken seriously, eLearning needs to be supported by tutors who are available when the student needs help. This might mean contacting the students from home after normal working hours. What is your opinion about this situation?
Hi Kenny,
ReplyDeleteI agree with you that the term contact hours has to be revised. During the past years we have been hearing the term so much that it's better for MCAST to have lecturers with full contact hours than having students enjoy coming to lessons!!
I don't know what others do, but I keep contact with students after normal hours. Sometimes, even on a Saturday night, if I read emails I answer students, something which MCAST do not take into consideration as contact hours!!
Yes I agree that tutors should be available when students need help, but up to a certain point. I cannot expect a tutor to help a student at 4:00am, because that's the time which suits the student best. Reasonable time slots should be agreed upon and adhered too, and maybe a one-off ad-hoc meeting!!
From the readings of the VTTU forum and e-blog discussions and from my own research, it has become clear that in order to have an effective e-learning experience, there has to be a very high level of feedback sharing in between the student, his peers and the lecturer. This because this feedback replaces the usual questions that a student can normally ask if he is learning in class.
ReplyDeleteThus somehow, the lecturer must be available to answer to such online queries of the student, but as already mentioned above by other contributors to this blog, this has to be done in the usual Mcast hours and one cannot pretend the lecturer to do this in his free time.
If reasonable feedbacks are not given to the student or are given when the lecturer is free or not busy, then the effect is weak and the students may easily lose heart in such online course.
So ultimately we as tutors and with the help of our superiors need to have proper resource planning in order to allocate time to give feedback to the student.
It is proved that through e-learning, students will spend more time, viewing online material, researching, making online tests, reviewing etc and hence more learning time for our students.
Definitely in the short term I see that the lecturer will have a lot of preparation to do, to submit material online, provide feedback, create online tests etc. Hopefully in the long run the lecturer can benefit from his hard work in the initial stages as he just repeats the previous year’s training using the material available say on Moodle. Who knows?
The issue of lecturer time spent in online contact hours is something worth mentioning. If a lecturer is taking time to respond to difficulties online, especially outside of normal working hours, then this should be given due credit by MCAST in the form of time in lieu or additional compensation. Outside of normal hours, the lecturer is going over and above regular duties, although to him this may not always be apparent as he may feel the urge to reply to difficulties/discussions out of a sense of duty.
ReplyDeleteIn a way this is also encouraging to lecturers as they know their effort towards the students is being appreciated and considered a valid contribution.
Even though I tend to agree that the time a lecturer uses to respond to emails and other correspondence should be recognized, there must be a limit. There should be some form of control such that for each subject/class a lecturer is to dedicate up to 1 hour for such correspondence/discussions which act as a form of tutorial.
ReplyDeleteWith regards to adoption in MCAST, I believe that anything would be possible, its just a matter of the approach/attitude adopted. If there is sufficient understand and support for the adoption of e-learning than an appropriate model can be used, the material properly formulated and a good system implemented.
A very interesting post by Mary Grace - the 4 modes of e-Learning are really worth considering. Kenny also raised a very important point regarding contact hours. I agree that it is important to give feedback to students and dedicate an amount of time to them in an online way. This should not replace normal feedback given in the classroom but serve as additional feedback and support with regards to the online aspects of the course.
ReplyDeleteAs has already been pointed out, this is quite time-consuming and such effort should be recognised by MCAST. I emphasise on the word effort not the aspect of being paid or given time in lieu because I feel that the most significant thing one can have is to sense that his/her time is being valued and duly respected. When one feels that one's efforts are recognised in some way (be it monetary or otherwise) one feels proud of what is being done and fosters a bigger sense of belonging to such activities.
Hence, it is a very clear situation - should there be a time when MCAST administration feel that this is utterly important and wants to encourage lecturers to carry out such tasks, it should then put its money (or another form of compensation) where its mouth is and compensate lecturers for the work they do. If MCAST does not feel that this is 'work' and hence constitute 'contact hours' then it will be a very unfortunate situation whereby lecturers shall be doing extra work with no compensation.