Response to "Foundations of Educational Theory for Online Learning" by Mohammed Ally and "Learning Theory and Online Course Design" by Jennifer Lewis.
The argument is made that it is not just the incorporation of technology in pedagogy that facilitates learning, but it is instead the design of the environment and the interactions and types of connections that the technology affords. Do you agree with this statement? Why or why not? How will you design your environment considering these concepts and the theories discussed?
After reading the article and watching the video, I believe that all of the learning theories described have some merit. Effective lesson design for online learning may contain elements of behaviorism, cognitivism, constructivism and sometimes connectivism. I agree that the design of the environment, the interactions and the types of connections the technology affords all contribute to successful online learning.
As Ally says in his article, “Behaviorists' strategies can be used to teach the “what” (facts), cognitive strategies can be used to teach the “how” (processes and principles), and constructivist strategies can be used to teach the “why” (higher level thinking that promotes personal meaning and situated and contextual learning). The theory of connectivism may apply when students learn a great deal from each other, particularly in MOOC’s.
When I analyze the way many high school lessons are created, I see many elements of behaviorism. The behaviorist theory espouses that learners should be told the specific outcomes which are expected of them. It is the job of the instructor to provide and sequence the materials to promote learning and to provide feedback along the way. For the most part, learning is passive. As Ally says, behaviorist strategies are a great way for kids to learn facts. Educationally, it is considered good practice to explain to the students what outcomes are expected of them, hence the extensive use of rubrics. However, effective learning requires more than a passive acceptance of knowledge provided by the instructor via technology.
Cognitivism is a theory based on an understanding of how a learner acquires, processes and stores information. The way in which information is presented affects the acquisition of knowledge. Information can’t be introduced randomly to students; effective instruction requires teachers to get the learner’s attention, state clear objectives, stimulate prior learning, and scaffold information. In addition, the appearance of information on the screen is critical. Placement, color, headings and graphics can facilitate understanding of new information. If the teacher is creating or choosing materials to use, the appearance and organization of the material is important. Teachers also should be prepared to provide students with graphic organizers, questions, and conceptual models to maximize understanding. Cognitive theory implies a respect for individual differences, thus learning activities should be varied to appeal to different learning styles. Effective teachers provide motivation and explain the relevance of the learning. When teachers understand the principles of cognitivism, students can reap the benefits.
Proponents of constructivism view knowledge differently than those who subscribe to behaviorism or cognitivism. According to constructionists, knowledge doesn’t exist outside of the person, but is “the individual learner’s interpretation and processing of what is received through the senses that creates knowledge” (Ally). Learners become active participants and the instructor becomes a facilitator. Learning becomes collaborative and cooperative. A great deal of online learning contains elements of constructivism. In order for learning to be effective, students must interact with content, with other learners, and with the instructor to create personal meaning. In distance learning, the teacher is helping the students on a journey of “guided discovery “ (Ally). Frequently students learn as much from each other as they do from the instructor. While the instructor guides, learning is more self-directed than it is in either behaviorism or cognitivism.
Finally, connectivism is a newer theory which applies largely to online learning. Connectivists believe that knowledge is built through the connections that individuals have access to. It’s a type of collective intelligence. MOOC’s are the perfect example; the more people are connected, the smarter they are (Lewis). Under the connectivism theory, the instructor’s main job is to prepare and scaffold the materials. The students learn mostly from each other. As a result, the amount of learning is often directly related to the mix of participants in the class. For the most part, connectivism does not play a large role in high school education. I believe that students need more guidance from a teacher than is implied in the connectivist model.
When I analyze my teaching, I find that I utilize strategies from behaviorism, cognitivism and constructivism, whether I’m using technology or not. The strategies described in the cognitive theory are very helpful to students. I frequently provide activities to access prior knowledge and create graphic organizers to help students organize information. Based on this theory, I will also pay more attention to the websites I choose for students, increasing my awareness of the layout and organization of sites. I also see myself using principles from constructivism. I’m a firm believer in making students active learners. Students frequently work in cooperative groups to investigate, problem solve, synthesize and evaluate information. I want to continue trying to step back and become more of a facilitator, letting kids direct their own learning. As I’ve increased the amount of technology in my classroom this year, I’m finding that students are becoming adept at driving their own learning.
Good teaching and effective learning necessitate a mix of strategies. The bottom line is that I want to motivate my students by designing activities that are relevant and have real world applications. I want students to be active learners, but it’s also critical to provide appropriate materials, necessary support and opportunities to collaborate in order to maximize learning.
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