Essay: eLearning Theory in Distance Education

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.