Importance
of eLearning theory in Distance Education
Distance Education rapid ascent as the key adaptive
component in education (has
brought) and is bringing about much discussion as to the role of eLearning
theory with regards to Distance Education(DE). eLearning theory is a key component in determining the
framework for the current and future paradigm of DE. The role of theory in the development
of distance education is evidenced
in the clear roles that theories
of learning, such as behaviorist,
cognitive, constructivist & Connectivist theories all have had (and will
continue to have) in the development of DE. The development of eLearning theory as a framework to
address the uniqueness of the current (and future) DE environment is all encompassed
in the evolving construct that is eLearning
theory (Ally, 20). It is important to understand that as DE rapidly undergoes inevitable
shifts associated with advancements in technologies, there must be a stout grounding
in theory to maximize the educational return for all parties involved. eLearning Theory is serving as a tool in providing a framework for
optimally utilizing both resources and technologies that were previously
nonexistent as tools in education (Dabbagh, 2005). Additionally, theory can bridge
current strategies and ideas to those novel ideas needed in the future. Anderson evidences the following with
regards to theory, “ This Broader perspective helps us make connections with
the works of others, facilitates coherent frameworks and deeper understanding
of our actions, and perhaps most importantly, allows us to transfer experience
gained in one context to new experience and contexts” (Anderson, 45). Distance
education has significantly drawn from continually developing and adapting eLearning theory.
Roots and evolution of eLearning theory
The development of eLearning theory encompasses various theories (Schools)
of learning, such as Behaviorist,
Cognitive, Constructivist & Connectivist theories all have had (and will
continue to have). During the
early stages of DE, eLearning incorporated aspects of behaviorist learning theory (Ally, 2005). Learning theory transitioned to a more cognitive
approach as researchers pointed that learning is more complex than simply observable
changes in behavior. This shift in approach to look at learning (and eLearning
specifically) as an internal process that involves many aspects including “use
of memory, motivation and thinking, and that reflection plays an important part
in learning.” (Ally , 2005 p.19). eLearning
theory now understands the importance of Constructive thought. The importance
of understanding frame of reference could be a key (whether the learner or the
educator) component to creating common language and common norms within virtual
community. Lastly, Connectivist
thought points to the importance of understanding the uniqueness of the current
“information explosion”. The
principles behind connectivism point to the need to understand that learners must
deconstruct their current information databank and must continually vet and
revamp information.
eLearning Theory current DE practice
Along with the general educational evolution that is
taking place in face-to-face (f2f) institutions there has been increased
discussion of the importance of an “eLearning theory” that encompasses the need
of the current realities of rapid technological advances, high degree of interconnectedness
as well as the continual evolution of pedagogy (specifically within the online
learning community). The
implementation of behaviorist, cognitive as well constructivist and Connectivist learning theories in eLearning theory as
the following are seen as accepted tenants in DE
·
In DE setting
norms and expectations must be outlined for the learner to assess their level
of understanding
·
Layering or
grouping of information to prevent inundating of learner with boatloads of
information
·
Allowing
learners to construct knowledge “take ownership of knowledge through
exploration and inquiry
The
role of eLearning theory in DE practice is demonstrated through the
identification of infrastructure and interaction for online learning (Anderson
2005). This includes the
identification of the multiple levels of interactions, as well as the medium within which
theses interactions occur. eLearning theory addresses the complexities of nurturing
interaction (such as student–student) that may be limited in conventional f2f
learning but can be nurtured if fostered in the DE environment. eLearning theory also addresses the temporal
and spatial interrelationships that exist and quantifies the complexities of
DE, and the need to have a theory to “ground” the extremely chaotic world that
exists for all parties involved in the DE education process (Anderson 2005 p.
57). eLearning theories imprints
are evidenced in much of DE practice.
Conclusion
eLearning Theory has been a key component of DE. Without the principles that are consistent and optimal
for DE within the online context the potential for extreme chaos and
frustration from all parties exist. Many learners who are delving in the current paradigm in
DE have to make several mental
shifts that take place on a daily basis. These shifts need to address the
unique aspects of the DE community are and significantly different from those
in the non-DE community, thus as Anderson
and others point out the
importance of having a solid elearning theory/ model of online learning/DE. The
development eLearning theory grounded in a solid underpinning of social,
behavioral, constructivist & Connectivist learning theory, as well as
development frameworks for eLearning and online learning that address the need
for a theoretical framework that can be discussed and debated is a key aspect
to current DE practice.
References
Dabbagh,
N. (2005). Pedagogical models for e-Learning: A theory-based design framework. International Journal of Technology in Teaching and
Learning, v1, n1, pp. 25-44.
Ally, M. (2011). Foundation of Educational
Theory for Online Learning. Theory and Practice of Online Learning (pp. 15-44). Edmonton: AU Press.
Anderson, T. (2011). Towards a Theory of Online Learning. Theory
and Practice of Online Learning
(pp. 45-74). Edmonton: AU Press.
