Online Learning: From Research to Application Dr. Curtis J. Bonk Associate Professor, Indiana University President, CourseShare.com cjbonk,

Online Learning: From Research to

Application

Dr. Curtis J. Bonk Associate Professor, Indiana University

President, CourseShare.comhttp://php.indiana.edu/~cjbonk,

[email protected]

Are you ready???

Brains Before and After E-learning

BeforeAfter

And when use synchronous and asynchronous tools

Tons of Recent Research

Not much of it

...is any good...

Basic Distance Learning Finding?

• Research since 1928 shows that DL students perform as well as their counterparts in a traditional classroom setting.

Per: Russell, 1999, The No Significant Difference Phenomenon (5th Edition), NCSU, based on 355 research reports.

http://cuda.teleeducation.nb.ca/nosignificantdifference/

Online Learning Research Problems (National Center for Education Statistics,

1999; Phipps & Merisotos, 1999; Wisher et al., 1999).

Anecdotal evidence; minimal theory. Questionable validity of tests. Lack of control group. Hard to compare given different

assessment tools and domains. Fails to explain why the drop-out

rates of distance learners are higher.

Does not relate learning styles to different technologies or focus on interaction of multiple technologies.

Online Learning Research Problems

(Bonk & Wisher, 2001)

• For different purposes or domains: in our study, 13% concern training, 87% education

• Flaws in research designs- Only 36% have objective learning

measures- Only 45% have comparison groups

• When effective, it is difficult to know why- Course design?- Instructional methods?- Technology?

Evaluating Web-Based Instruction:Methods and Findings (41 studies)

(Olson & Wisher, October, 2002; International Review of Research in Open and Distance Learning)

Year of Publication

02468

1012

1996 1997 1998 1999 2000 2001

Year

Nu

mb

er

of

Stu

die

s

http://www.irrodl.org/content/v3.2/olsen.html

Wisher’s Wish List Effect size of .5 or higher in

comparison to traditional classroom instruction.

Web Based Instruction

CBIKulik [8]

CBILiao [18]

Average Effect Size

.31 .32 .41

Number of Studies

11 97 46

Evaluating Web-Based Instruction: Methods and

Findings(Olson & Wisher, in review)

“…there is little consensus as to what variables should be examined and what measures of of learning are most appropriate, making comparisons between studies difficult and inconclusive.”

e.g., demographics (age, gender), previous experience, course design, instructor effectiveness, technical issues, levels of participation and collaboration, recommendation of course, desire to take add’l online courses.

Evaluating Web-Based Instruction: Methods and

Findings(Olson & Wisher, 2002)

Variables Studied:1. Type of Course: Graduate (18%) vs.

undergraduate courses (81%)2. Level of Web Use: All-online (64%) vs.

blended/mixed courses (34%)3. Content area (e.g., math/engineering

(27%), science/medicine (24%), distance ed (15%), social science/educ (12%), business (10%), etc.)

4. Attrition data (34%)5. Comparison Group (59%)

Some of the Research Gaps

(Bonk & Wisher, 2000)

1) Variations in Instructor Moderation2) Online Debating3) Student Perceptions of e-Learning Envir.4) Devel of Online Learning Communities5) Time Allocation: Instructor and Student6) Critical Thinking and Problem Solving

Applications in Sync/Asynchronous Envir7) Peer Tutoring and Online Mentoring: 8) Student Retention: E-learning and

Attrition9) Graphical Representation of Ideas10) Online Collaboration

Many forms of Online InstructionThe Web Integration Continuum

(Bonk et al., 2001)

Level 1: Course Marketing/Syllabi via the WebLevel 2: Web Resource for Student ExplorationLevel 3: Publish Student-Gen Web ResourcesLevel 4: Course Resources on the WebLevel 5: Repurpose Web Resources for Others================================Level 6: Web Component is Substantive & GradedLevel 7: Graded Activities Extend Beyond ClassLevel 8: Entire Web Course for Resident StudentsLevel 9: Entire Web Course for Offsite StudentsLevel 10: Course within Programmatic Initiative

Learning Improved…(Maki et al., 2000)

Intro to Psych: Lecture vs. Online Online performed better on

midterms. Web-based course students

scored higher since had weekly activities due

Lecture students could put off reading until night before exam.

Learning Improved…(review by Chang, 2003)

Online outperformed peers in histology (anatomy—plant and animal tissues under microscope) course (Shoenfeld-Tacher et al., 2001)

Web enhancements raised exam performance, grades, & attitudes toward economics Agarwal and Day (1998)

Online business communications students performed better on final exams than on campus (Tucker, 2000)

Integrating Wireless Content Syllabus Magazine, May 13, 2003

Study by Mobile Learning Corp: group of college institutions Digital content helped first-year

college accounting students learn Online interactive exercises

useful to student learning Encouraged independent student

learning, and instructors to adopt coaching role.

Learning Worse(Wang & Newlin, 2000)

Stat Methods: Lecture vs. Online No diffs at midterm Lecture 87 on final, Web a 72 Course relatively unstructured Web students encouraged to collab Lecture students could not collab All exams but final were open book

Learning Improved or Not…Organizational Behavior, IUSE

(Keefe, Educause Quarterly, 1, 2003)

Keefe studied 4 semesters of courses, 6 sections, 118 students Face-to-face more satisfied with course

and instructor Those in online course associated with

lower grades

Online Findings:Other Concerns

Requires instructor be responsive any time Ottenhoff & Lawrence (1999).

A study of 436 educational Web sites--instructors use simple and limited communication tools Mioduser, Nachmias, Lahav, & Oren

(1998) Few syllabi posted to World Lecture Hall

utilized Web for interaction and collaboration None utilized practitioners as mentors

Cummings, Bonk, & Jacobs (2002)

Learning Improved or Not…

(Sankaran et al., 2000)

Students with a positive attitude toward Web format learned more in Web course than in lecture course.

Students with positive attitude toward lecture format learned more in lecture format.

Contrasting Findings are the Norm

Some courses impersonal, isolating, and frustrating (Hara & Kling, 2001)

Sense of community and lower attrition rates when support interactivity, reflection, and sharing (Harnishfeger, March, 2003)

Different Goals… Making connections Appreciating different

perspectives Students as teachers Greater depth of discussion Fostering critical thinking online Interactivity online

Student Basic Quantitative Grades, Achievement Test Scores, etc. Number of Posts Overall Participation Computer Log Activity—peak usage,

messages/day, time of task or in system

Attitude Surveys

Student High-End Success

Message complexity, depth, interactivity, questioning

Collaboration skills Problem finding/solving and critical

thinking Challenging and debating others Case-based reasoning, critical

thinking measures Portfolios, performances, PBL

activities

Other Measures of Student Success

(Focus groups, interviews, observations, surveys, exams, records)

Positive Feedback, Recommendations Increased Comprehension, Achievement High Retention in Program Completion Rates or Course Attrition Jobs Obtained, Internships Enrollment Trends for Next Semester

Electronic Conferencing: Quantitative Analyses

Usage patterns, # of messages, cases, responses

Length of case, thread, response Average number of responses Timing of cases, commenting,

responses, etc. Types of interactions (1:1; 1: many) Data mining (logins, peak usage, location,

session length, paths taken, messages/day/week), Time-Series Analyses (trends)

Electronic Conferencing: Qualitative Analyses

General: Observation Logs, Reflective interviews, Retrospective Analyses, Focus Groups

Specific: Semantic Trace Analyses, Talk/Dialogue Categories (Content talk, questioning, peer feedback, social acknowledgments, off task)

Emergent: Forms of Learning Assistance, Levels of Questioning, Degree of Perspective Taking, Case Quality, Participant Categories

Overall frequency of interactions across chat categories (6,601

chats).

On-Task55%Social

30%

Mechanics15%

0%

10%

20%

30%

40%

50%

60%

70%

Month 1,2 Month 3,4 Month 5,6

On-Task Social Mechanics

Network Conferencing Interactivity (Rafaeli & Sudweeks, 1997)

1. > 50 percent of messages were reactive.2. Only around 10 percent were truly interactive. 3. Most messages factual stmts or opinions4. Many also contained questions or requests.5. Frequent participators more reactive than low.6. Interactive messages more opinions & humor.7. More self-disclosure, involvement, & belonging.8. Attracted to fun, open, frank, helpful,

supportive environments.

Week 4Scattered Interaction (no starter):Starter Centered Interaction (Hara, Bonk, & Angeli, 2000):

Nonnative speakers did not assume roles, Americans used role names,

Ching-Fen Chang (May 2003)

Ching-Fen Chang (May 2003)

…it appeared that the Web-based forum discussions especially enabled the nonnative speakers of English to contribute to the class discussions by providing more opportunities to contribute than face-to-face discussions.

Schallert & Reed, AERA, April 2003

Nonnative students do not participate equally in written discussions

Enthusiastic and frequent contributors do not necessarily make intellectually significant contributions.

Some who seem deeply engaged may be less rigorously engaged in many conversations

Collaborative Behaviors(Curtis & Lawson, 1997)

Most common were: (1) Planning, (2) Contributing, and (3) Seeking Input.

Other common events were:(4) Initiating activities,(5) Providing feedback,(6) Sharing knowledge

Few students challenge others or attempt to explain or elaborate

Recommend: using debates and modeling appropriate ways to challenge others

Online Collaboration Behaviors by Categories (US

and Finland)

BehaviorCategorie

s

Conferences (%)

Finland U.S. Average

Planning 0.0 0.0 0.0Contributin

g 80.8 76.6 78.7

Seeking Input 12.7 21.0 16.8

Reflection/Monitoring 6.1 2.2 4.2

SocialInteraction 0.4 0.2 0.3

Total 100.0 100.0 100.0

Dimensions of Learning Process

(Henri, 1992)

1. Participation (rate, timing, duration of messages)

2. Interactivity (explicit interaction, implicit interaction, & independent comment)

3. Social Events (stmts unrelated to content)

4. Cognitive Events (e.g., clarifications, inferencing, judgment, and strategies)

5. Metacognitive Events (e.g., both metacognitive knowledge—person, and task, and strategy and well as metacognitive skill—evaluation, planning, regulation, and self-awareness)

Some Findings (see Hara, Bonk, & Angeli, 2000)

Social (in 26.7% of units coded) social cues decreased as semester progressed messages gradually became less formal became more embedded within statement

Cognitive (in 81.7% of units) More inferences & judgments than elem

clarifications and in-depth clarifications

Metacognitive (in 56% of units) More reflections on exper & self-awareness Some planning, eval, & regulation & self q’ing

Cognitive Skills Displayed in Online Conferencing

05

10152025303540

Perc

ent o

f C

oded

Uni

ts

Cognitive Skills

Surface vs. Deep Posts(Henri, 1992)

Surface Processing making judgments

without justification, stating that one shares

ideas or opinions already stated,

repeating what has been said

asking irrelevant questions

i.e., fragmented, narrow, and somewhat trite.

In-depth Processing linked facts and ideas, offered new elements of

information, discussed advantages

and disadvantages of a situation,

made judgments that were supported by examples and/or justification.

i.e., more integrated, weighty, and refreshing.

Level of Cognitive Processing: All Posts

Surface33%

Deep55%

Both12%

Surface

Deep

Both

Critical Thinking (Newman, Johnson, Webb & Cochrane, 1997)

Used Garrison’s five-stage critical thinking model

Critical thinking in both CMC and FTF envir. Depth of critical thinking higher in CMC envir.

More likely to bring in outside information Link ideas and offer interpretations, Generate important ideas and solutions.

FTF settings were better for generating new ideas and creatively exploring problems.

Unjustified Statements (US)

24. Author: Katherine

Date: Apr. 27 3:12 AM 1998

I agree with you that technology is definitely taking a large part in the classroom and will more so in the future…

25. Author: Jason Date: Apr. 28 1:47 PM 1998

I feel technology will never over take the role of the teacher...I feel however, this is just help us teachers...

26. Author: Daniel Date: Apr. 30 0:11 AM 1998

I believe that the role of the teacher is being changed by computers, but the computer will never totally replace the teacher... I believe that the computers will eventually make teaching easier for us and that most of the children's work will be done on computers. But I believe that there…

Indicators for the Quality of Students’ Dialogue(Angeli, Valanides, & Bonk, in review)

ID Indicators Examples

1 Social acknowledgement/Sharing/Feedback

HHello, good to hear from you…I agree, good point, great idea

2 Unsupported statements (advice)

II think you should try this….This is what I would do…

3 Questioning for clarification and extend dialogue

·         Could you give us more info?

·         …explain what you mean by…?\\4 Critical thinking,

Reasoned thinking-judgment

 II disagree with X, because in class we discussed….I see the following disadvantages to this approach….

Social Construction of

Knowledge (Gunawardena, Lowe, & Anderson, 1997)

Five Stage Model1. Share ideas,2. Discovery of Idea Inconsistencies, 3. Negotiate Meaning/Areas Agree, 4. Test and Modify,5. Phrase Agreements

In global debate, very task driven. Dialogue remained at Phase I: sharing info

Problem-Based Learning

Distance Ed, 23(1), 2002

Practical learning issues generated more interactions and higher levels of interaction than theoretical issues

Communities of learners need to negotiate identity and knowledge and need milestones (chat session agreements, producing reports, sharing stories, and new work patterns)

Group development: (1) negotiate problem and timetable, (2) divide work in subgroups, and (3) produce drafts of products

Social Constructivism and Learning

Communities Online (SCALCO) Scale. (Bonk & Wisher, 2000)

___ 1. The topics discussed online had real world relevance.

___ 2. The online environment encouraged me to question ideas and perspectives.

___ 3. I received useful feedback and mentoring from others.

___ 4. There was a sense of membership in the learning here.

___ 5. Instructors provided useful advice and feedback online.

___ 6. I had some personal control over course activities and discussion.

Problems and Solutions

(Bonk, Wisher, & Lee, in press)

1. Tasks Overwhelm2. Confused on Web3. Too Nice Due to

Limited Share History

4. Lack Justification5. Hard not to

preach6. Too much data7. Communities not

easy to form

Train and be clear Structure time/dates

due Develop roles and

controversies Train to back up claims Students take lead role Use Email Pals Embed Informal/Social

Benefits and Implications

(Bonk, Wisher, & Lee, in press)

1. Shy open up online2. Minimal off task3. Delayed collab more

rich than real time4. Students can

generate lots of info5. Minimal disruptions6. Extensive E-Advice7. Excited to Publish

Use async conferencing Create social tasks Use Async for debates;

Sync for help, office hours

Structure generation and force reflection/comment

Foster debates/critique Find Experts or Prac. Ask Permission

More Implications Include Variety: tasks, topics,

participants, accomplishments, etc.

Make interaction extend beyond class

Have learners be teachers Find multiple ways to succeed Add personalization and choice Provide clarity and easy

navigation

Ten Ways Online Ed Matches or Surpasses FTF, Mark Kassop, Technology Source, Michigan Virtual Univ, May/June 2003

1. Student-centered learning2. Writing intensity3. Highly interactive discussions4. Geared for lifelong learning5. Enriched course materials6. Online demand interaction and support7. Immediate feedback8. Flexibility9. An intimate community of learners10. Faculty development and rejuvenation

My Evaluation Plan…

Considerations in Evaluation Plan

1. Student

2. Instructor

3. Training

4. Task5. Tech Tool

6. Course

7. Program

8. University or

Organization

Other Evaluation Plans

1. Quality on the Line: Benchmarks for Success in Internet-Based Distance Ed (e.g., the teaching/learning process) (Blackboard & NEA, 2000)

http://www.ihep.com/Pubs/PDF/Quality.pdf

2. The Pedagogical Rating of Online CoursesSyllabus Magazine, Jan, 2002, Nishikant Sonwalkar

Best Practices:Who are some of the key scholars and promoters…???

Three Most Vital SkillsThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

Ability to engage the learner (30) Ability to motivate online learners

(23) Ability to build relationships (19) Technical ability (18) Having a positive attitude (14) Adapt to individual needs (12) Innovation or creativity (11)

Let’s brainstorm comments (words or short phrases) that reflect your overall attitudes and feelings towards online teaching…

Feelings Toward Online TeachingThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)(Note: 94 practitioners surveyed.)

Exciting (30) Challenging (24) Time consuming (22) Demanding (18) Technical issue (16); Flexibility (16) Potential (15) Better options (14); Frustrating (14) Collab (11); Communication (11); Fun

(11)

Changing Role of the TeacherThe Online Teacher, TAFE, Guy Kemshal-Bell (April, 2001)

From oracle to guide and resource provider

From providers of answers to expert questioners

From solitary teacher to member of team

From total control of teaching environment to sharing as a fellow student

From provider of content to designer of learning experiences.

Little or no feedback given

Always authoritative Kept narrow focus of

what was relevant Created tangential

discussions Only used “ultimate”

deadlines

Provided regular qual/quant feedback

Participated as peer Allowed perspective

sharing Tied discussion to

grades, other assessments.

Used incremental deadlines

Poor Instructors Good Instructors

Dennen’s Research on Nine Online Courses

(sociology, history, communications, writing, library science, technology, counseling)

Common Instructor Complaints

a) Students don’t participateb) Students all participate at the

last minutec) Students post messages but

don’t conversed) Facilitation takes too much timee) If they must be absent, the

discussion dies offf) Students are confused

Reasons why...Students don’t participate

Because it isn’t required Because they don’t know what is

expectedStudents all participate at last minute

Because that is what was required Because they don’t want to be the

firstInstructor posts at the last minute

Research on Instructors Online If teacher-centered, less explore,

engage, interact (Peck, and Laycock, 1992)

Informal, exploratory conversation fosters risktaking & knowledge sharing (Weedman, 1999)

Job Varies--Plan, Interaction, Admin, Tchg (McIsaac, Blocher, Mahes, & Vrasidas,

1999)

Study of Four Classes(Bonk, Kirkley, Hara, & Dennen, 2001)

Technical—Train, early tasks, be flexible, orientation task

Managerial—Initial meeting, FAQs, detailed syllabus, calendar, post administrivia, assign e-mail pals, gradebooks, email updates

Pedagogical—Peer feedback, debates, PBL, cases, structured controversy, field reflections, portfolios, teams, inquiry, portfolios

Social—Café, humor, interactivity, profiles, foreign guests, digital pics, conversations, guests

But there is a Problem…

How Bad Is It?“Some frustrated Blackboard users

who say the company is too slow in responding to technical problems with its course-management software have formed an independent users’ group to help one another and to press the company to improve.”

(Jeffrey Young, Nov. 2, 2001, Chronicle of Higher Ed)

Must Online Learning be Boring?

What Motivates Adult Learners to Participate?

Motivational Terms?See Johnmarshall Reeve (1996). Motivating Others:

Nurturing inner motivational resources. Boston: Allyn & Bacon. (UW-Milwaukee)

1. Tone/Climate: Psych Safety, Comfort, Belonging2. Feedback: Responsive, Supports, Encouragement3. Engagement: Effort, Involvement, Excitement4. Meaningfulness: Interesting, Relevant, Authentic5. Choice: Flexibility, Opportunities, Autonomy6. Variety: Novelty, Intrigue, Unknowns7. Curiosity: Fun, Fantasy, Control8. Tension: Challenge, Dissonance, Controversy9. Interactive: Collaborative, Team-Based, Community10. Goal Driven: Product-Based, Success, Ownership

1. Tone/Climate: Ice Breakers

A. Eight Nouns Activity:1. Introduce self using 8 nouns2. Explain why choose each noun3. Comment on 1-2 peer postings

B. Coffee House Expectations1. Have everyone post 2-3 course expectations2. Instructor summarizes and comments on how

they might be met(or make public commitments of how they will

fit into busy schedules!)

2. FeedbackRequiring Peer Feedback

Alternatives:A. Require minimum # of peer

comments and give guidance (e.g., they should do…)

B. Peer Feedback Through Templates—give templates to complete peer evaluations.

C. Have e-papers contest(s)

3. Engagement:Electronic Voting and Polling

1. Ask students to vote on issue before class (anonymously or send directly to the instructor)

2. Instructor pulls our minority pt of view3. Discuss with majority pt of view4. Repoll students after class

(Option B: Delphi or Timed Disclosure Technique: anomymous input till a due date

and then post results andreconsider until consensus

Rick Kulp, IBM, 1999)

4. Meaningfulness: A. Professional/E-mail

Interviews

1. Field Definition Activity: Have student interview (via e-mail, if necessary) someone working in the field of study and share their results

As a class, pool interview results and develop a group description of what it means to be a professional in the field

4. Meaningfulness:B. Field Observation

Reflections

1. Instructor provides reflection or prompt for job related or field observations

2. Reflect on job setting or observe in field

3. Record notes on Web and reflect on concepts from chapter

4. Respond to peers5. Instructor summarizes posts

5. Choice:A. Discussion: Starter-

Wrapper

1. Starter reads ahead and starts discussion and others participate and wrapper summarizes what was discussed.

2. Start-wrapper with roles--same as #1 but include roles for debate (optimist, pessimist, devil's advocate).

Alternative: Facilitator-Starter-Wrapper Instead of starting discussion, student acts as moderator or questioner to push student thinking and give feedback

5. Choice:B. Discussion: Multiple

Topics Generate multiple discussion prompts and

ask students to participate in 2 out of 3 Provide different discussion “tracks”

(much like conference tracks) for students with different interests to choose among

List possible topics and have students vote (students sign up for lead diff weeks)

Have students list and vote.

6. Variety: Just-In-Time-Teaching

Gregor Novak, IUPUI Physics Professor (teaches teamwork, collaboration, and effective communication):

1. Lectures are built around student answers to short quizzes that have an electronic due date just hours before class.

2. Instructor reads and summarizes responses before class and weaves them into discussion and changes the lecture as appropriate.

7. Curiosity:A. Electronic Seance

Students read books from famous dead people Convene when dark (sync or asynchronous). Present present day problem for them to solve Participate from within those characters (e.g.,

read direct quotes from books or articles) Invite expert guests from other campuses Keep chat open for set time period Debrief

7. Curiosity: B. Electronic Guests & Mentoring

1. Find article or topic that is controversial2. Invite person associated with that article

(perhaps based on student suggestions)3. Hold real time chat4. Pose questions5. Discuss and debrief (i.e., did anyone

change their minds?)(Alternatives: Email Interviews with

expertsAssignments with expert reviews)

8. Tension: Role Play

A. Role Play Personalities List possible roles or personalities (e.g.,

coach, optimist, devil’s advocate, etc.) Sign up for different role every week (or 5-

6 key roles) Perform within roles—refer to different

personalitiesB. Assume Persona of Scholar

Enroll famous people in your course Students assume voice of that person

for one or more sessions Enter debate topic, respond to debate

topic, or respond to rdg reflections

9. Interactive: A. Critical/Constructive Friends,

Email Pals, Web Buddies

1. Assign a critical friend (perhaps based on commonalities).

2. Post weekly updates of projects, send reminders of due dates, help where needed.

3. Provide criticism to peer (i.e., what is strong and weak, what’s missing, what hits the mark) as well as suggestions for strengthening.

4. Reflect on experience.

9. Interactive:B. Symposia, Press Conference, or

Panel of Experts

1. Find topic during semester that peaks interest2. Find students who tend to be more controversial3. Invite to a panel discussion on a topic or theme4. Have them prepare statements5. Invite questions from audience (rest of class)6. Assign panelists to start

(Alternative: Have a series of press conferences at the end of small group projects; one for each group)

10. Goal Driven: Gallery Tours

Assign Topic or Project(e.g., Team or Class

White Paper, Bus Plan, Study Guide, Glossary, Journal, Model Exam Answers)

Students Post to Web Experts Review and

Rate Try to Combine Projects

Motivational Top Ten

1. Tone/Climate/Ice Breakers: 8 nouns, expectations2. Feedback: require fdbk, templates, e-papers

contests3. Engagement: polling, voting, timed disclosure4. Meaningfulness: e-mail interviews, field observations5. Choice: starter-wrapper, multiple tracks/topics6. Variety: just-in-time-teaching7. Curiosity: seances, electronic guests/mentors8. Tension: role play, assume persona of a scholar9. Interactive: e-pals, symposia, expert panels10. Goal Driven: gallery tours

Pick one you can use…??? (circle one)

Some Final Advice…

Or Maybe Some Questions???