Over 2000 and 2001 the Flexible Learning Advisory Group (FLAG) funded a program of 9 research projects related to the implementation and use of online learning and delivery. This research has been managed by the National Centre for Vocational Education Research, the principal research and evaluation organisation for the VET sector in Australia.
Summaries of this research are being published in the LearnScope Virtual Learning Community once a week between 4 September 2002 and 6 November beginning with the article What the FLAG research says about online learning published on September 4.
This week we look at Summary 5 - Online learning and pedagogy. This project examines the pedagogy underpinning online learning and takes a close look at the role or ‘art’ of the teacher and trainer in that environment. Through a process of consulting teachers, students, educational designers policy makers and managers, the project identifies a number of ideal indicators of pedagogical effectiveness. By synthesising these indicators, this research highlights the need for online pedagogy in VET to create teaching and learning environments, which address all the dimensions of practice.
Online learning and pedagogy
Project title and author: One size doesn’t fit all: Pedagogy in the online environment (R Brennan)
Project outline: Brennan has investigated the emerging issue of the pedagogy for online learning, and is concerned with the process of teaching and learning online as well as the function, work and ‘art’ of a teacher or trainer.
Teachers, students, educational designers, policy makers and managers have been consulted. The project has relied on a mixture of quantitative and qualitative research methodologies, including a literature review, interviews, workshops in three locations, focus groups and questionnaires to both learners and teachers and analysis of online learning materials and web sites.
The report is in final draft form.
What the research has found
Indicators of pedagogical effectiveness
There are a number of ideal indicators of pedagogical effectiveness that are clearly expressed by all stakeholders involved in the online delivery of VET. These are:
Learning related:
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a learner-centred environment
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teaching and learning strategies that develop cognitive skills
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high levels of interactivity between all participants
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engagement with the online materials
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learning experiences that encourage synthesis and analysis
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opportunities for 'deep learning'
Teaching related:
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constructivist approaches to teaching and learning
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consistent levels of feedback
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thoughtful matches between materials, learning styles and learning contexts
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a model of delivery that includes thorough planning, monitoring, reviewing and evaluating course materials and student progress
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teachers who are imaginative, flexible, technologically gymnastic, committed, responsible and expert communicators
Materials and resource related:
Technology related:
Pedagogical practice rarely conforms to these principles because the ‘technological tail’ is wagging the ‘teaching and learning dog’. The dominating influence of the technology has created assumptions about the nature of learning, the role of the teacher and the student characteristics, and these are poorly matched with teacher and learner expectations.
Teacher/student interaction
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Teacher/student interaction is important when using online approaches.
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This interaction should encourage critical thinking through debate and discussion.
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Problem solving, investigation and research, and the pursuit of a theoretical understanding of content are regarded as contributing to effective online learning at the individual learner level.
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Online interaction can be affected by issues such as cultural appropriateness of questioning, constructive conventions, language acuity and delay and student attitudes towards interaction with authority.
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Sound teaching practice in an online environment depends on teacher attitude and the interaction that is encouraged. It is not dependent on the technical proficiency of the teacher.
Changing nature of teachers work
Teachers’ work is changing, as is the structure of the institutions that they work in and these
changes include:
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changes to institutional structures
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changes to management structures
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rapidly changing technology
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new course content
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new ways of producing and presenting printing material
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casualisation of the teaching workforce
Time for reflection and professional development
Staff reported having little time for reflection on their practice. The changing roles of teachers and the way of working both need to be recognised and respected at the institutional level and supported by appropriate professional development.
Suitability of online approach
In the present environment, suitability is more likely to be achieved in a situation where online learning, content and face-to-face contact are ‘blended’ to suit both the circumstances and the levels of resource provision. The roles and skills of teachers and learners change depending on whether the online delivery of VET supplements classroom time or replaces it. In both cases the way students and staff work and use their time changes.
Online approaches are effective:
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When delivery mode and content are similar (e.g. IT). In this case online learning provides a form of workplace training that is suitable both to content and to the students.
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When the assumptions about characteristics and traits made within courses are matched to skills and attributes of learners (when learners are motivated, literate, well organised and with higher order skills).
Effective teaching/learning environment
The research findings show that in terms of what we know about the factors that contribute to effective student learning, online pedagogy needs to address ALL the dimensions of practice. In particular, online pedagogy in VET needs to be able to create teaching and learning environments where students have the opportunity to:
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reduce their reliance on text
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explore and value their intellectual, social and cultural backgrounds
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develop their knowledge beyond the transmission and assessment of content
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reflect on their own learning
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be part of an inclusive learning environment
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communicate extensively with their peers and their teachers
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become self regulated and engaged with their own learning
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develop a group identity that connects them with their learning and with the broader social environment
Further information and, as they are published, a full report on this national strategy project is available at: http://www.ncver.edu.au/online.htm
This topic page also allows you to:
- Access other work published by NCVER in relation to on-line learning
- Conduct a search on published material in the field using VOCED, the UNESCO/NCVER international database for technical and vocational education and training research
- Link to other sites related to on-line learning
NCVER will be running a series of face-to-face forums on this research in all states in November and December 2002. Watch their site for details at http://www.ncver.edu.au
