What is the role of learning theories and instructional designing principles? And what is the role of technology in online learning? What are the interrelationships of learning theories, instructional design and technology?
Mohamed Ally, in Ch. 5, Foundations of Educational Theory for On-line Learning state that both the instructional design principles and the learning theories are very important in on-line learning. He states that the “goal of any instructional system is to promote learning.” In order to be able to develop a sound instructional design, you must understand different learning theories. He also goes on to say it is not the delivery medium, the technology that is the determining factor in the quality of learning but it is the design of the course that determines the effectiveness of the learning.
The role of learning theories is the backbone of instructional design principles. The design can include more than one learning theory and is probably better if it does. Ally, quotes from Ertmer and Newby and suggest that the following three schools of thought can be used together for a better learning design. Behaviorist 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 role of technology in learning is in the assistance of accessing learning materials, promoting interaction with content, instructor and other learners, and helps with obtaining support during the learning process. I do think that in order for technology to be effective, it should be guided and driven by learning theories. In a nursing article, Benchmarking Best Practices in Web-Based Nursing Courses, the authors, Billings, Connors, and Skiba state that “We much accept the fact that technology alone, no matter how futuristic or exciting, does not automatically improve the learning process.” They go on to state, that “In order to be successful, the focus must be on the teaching and learning and not on the technology.” If this course has taught me nothing else, it is that. Technology is great but without sound learning paradigms and instructional design principles it does nothing to enhance learning and education.
The following is a concept map that hopes to illustrate the interrelationships of learning theories, instructional design, and technology.
Discuss the role of interaction in online learning from the perspective of learning communities and constructivist paradigm.
Mohamed Ally, in Ch. 2, state that the value of another’s person’s perspective, usually gained through interaction is a key learning component in constructivist learning theories.
Interactions that are talked about include:
Student-Student interaction is important in a constructivist theory, working on collaborative projects leads to gains in cognitive learning and increases completion rates and acquisition of social skills. He also points out the student to student interaction is critical to the development of communities of learning, and help develop interpersonal skills.
Student – Teacher Interaction is accomplished in online learning a lot of different ways, examples include asynchronous and synchronous communication, using text, audio, and video
Student – Content Interaction: Online learning supports more student content interaction and provides new opportunities. Examples: exercises in virtual labs, immersion in microenvironments.
Teacher – teacher Interactions: creates the opportunity for professional development and support from other professional. Encourages teachers to take advantage of knowledge growth.
Teacher-Content Interaction: focuses on the creation of content and learning activities by teachers. Allows teachers to monitor and update the content resources and activities.
Content-Content Interactions: New mode of educational interaction in which the content interacts with automated information sources, and it refreshes its self constantly.
The chapter goes on to say that in order to have deep and meaningful learning you must have at least one of the three forms of interaction:
Student – Teacher, Student – Student, or Student – Content
