EL7001+E-learning+Challenges


 * ** EL7001-8 ** ||  ||
 * ** Principals and Practices in e-Learning ** || ** 1 E-Learning Challenges ** ||
 * Very nice work Stephen! Well organized and well presented. **
 * Very nice work Stephen! Well organized and well presented. **

=E-Learning Challenges = When engaging in teaching, instructing, or facilitating digitally there are difficulties that do not exist when participating in the same activities face-to-face. When teachers have spent years in front of a classroom and honed their skills based on that arena, it can be difficult to compliment or change those skills to ones more relevant to a digital delivery. The purpose of this paper is to discuss these challenges, and provide possible solutions to them.

Lifetime Habits
According to Nathaniel Emmons (1745/1840), “ Habit is either the best of servants or the worst of masters. ” As behaviors are engaged in the human brain builds synaptic pathways that if engaged in repetitively will become second nature. Anyone who now drives a car well can remember those first few days and weeks where driving was very hard as he or she tried to monitor all of the necessary actions in their conscious brain. These behaviors over time became engrained and are now processed in the subconscious. This entraining of the brain and muscles occurs with any repetitive action, good or bad. The longer the behavior is engaged in, the easier that behavior becomes and the harder it becomes to break. Teachers engage a set of skills as they present the material of their class. In a traditional classroom that includes, among many others, elocution, eye contact, voice pitch changes, a sweeping gaze, proper body positioning, or body movement, emphasis of major points, etc. When first presented with the challenge of instructing an online class, a teacher that has years of experience in the traditional classroom may find it difficult to know what to do in the digital classroom. Some of the habits learned over a lifetime transcend, but others have to be thought through, and much like the earlier example with the car, have to be engaged in consciously. This can be especially true if the teacher is not conversant in the technologies by which online learning will be presented. Most adults can walk and talk. Fewer are comfortable walking and talking in front of a group of people. Fewer still would be comfortable explaining and delivering information regarding a single subject, encouraging participation and debate, while potentially exposing their ignorance to others. For teachers, these skills are commonplace. In e-learning, however, the instructor may, or may not be standing, and most assuredly will not be walking. In e-learning the students generally are not visible, and the instructor may not be. In a traditional classroom technical knowledge is not essential – in an e-learning environment technical knowledge is important, if not paramount. All of these factors can make the environment of the e-learning classroom a potential challenge for teachers steeped in years of traditional delivery and instruction.

Challenges and Solutions
When discussing the challenges associated with e-learning it is a good idea to define what the term means. According to the Higher Education Funding Council for England (HEFCE) e-learning is: The use of technologies in learning opportunities, encompassing flexible learning as well as distance learning; and the use of information and communication technology as a communications and delivery tool, between individuals and groups, to support students and improve the management of learning (2005, p. 12).* Thus, e-learning according to this definition requires the use of technology, but does not require that the student and teacher be apart from each other. This means that e-learning could be any means of teaching using digital media. In this paper five potential challenges to the delivery of instruction digitally are identified, solutions proposed, and how these solutions may be conveyed to instructors are discussed.

Reduced Personal Contact
The largest factor of dissatisfaction in adult online learning is the lack of face to face interaction by the learner with the facilitator or other learners ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Broadbent, 2002; Donavant, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Although many studies show no significant difference between the learning that takes place online versus in a traditional classroom ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Donavant, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), students still prefer the physical presence of the teacher ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Buch & Bartley, 2002 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Teachers who deliver digital material still need to be present and attentive to their students needs since the interaction between teacher and student has been demonstrated to be a “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">valuable experience and learning resource. . . [and] a critical component of quality education <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Martinez, 2011, p. 574, see Palloff & Pratt, 2001 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Teachers need to be aware that each student deserves and must perceive this one on one relationship despite the medium.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">High Dropout Rate
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Dissatisfaction with the lack of interaction in adult online courses tends to culminate in a higher dropout rate, decreased motivation to learn, less participation and consequently less learning ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Broadbent, 2002; Martinez, 2011, Zemke & Zemke, 1995 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). This challenge of digital learning is a result of the perceived lack of interaction on the part of the student discussed in the preceding section, and the lack of engagement by the student because of deficiencies in the perceived leadership style of the teacher discussed in a following section. Research indicates that as teachers engage learners in activities that increase their participation in the classroom, the incidence of dropout and dissatisfaction also decreases ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Huang, Lin, & Huang, 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Technical Glitches
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">E-learning of necessity requires technology “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">as a communication and delivery tool <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">HEFCE, 2005, p. 12 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and is susceptible to Murphy’s Law, “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">if it can go wrong, it will <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">”. In most cases it will not be the instructor who will maintain the technical foundation for their digital classes. Instead this will most often fall upon the more capable shoulders to the technical staff of the organization. This does not prevent the instructor from testing their presentations before going “live” using the delivery mechanisms that they will be employing for their material presentation. “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">Perfect practice makes perfect <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” is true in many fields and should be considered along with “proper preparation prevents poor performance” in the delivery of digital instruction. Teachers new to the digital world should practice with the available tools to ensure that delivery is smooth, and that any technical issues are not because of inexperience or ignorance.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Poorly Designed Framework
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Just because a teacher is exceptional in their field does not mean that they are exceptional in determining which technologies are best to present their particular material. Teachers need to develop a relationship with their technical teams and find ways to push the boundaries of what is capable. Not every technical tool may be available to every teacher, but each teacher should become conversant enough with the technology to determine what is possible. It is also important to have that technical relationship because the technical personnel will be more likely to know of capabilities that may not be available in the current system for which the teacher may be in a better position to request the addition of that functionality.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Poor Instructor Leadership Skills
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research indicates that 55% of communication is conveyed through body language ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Reddick, 2009, p. 13 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). In a physical classroom it is easier for the instructor to note the response he or she is receiving from students, to identify through body language whether the students are receiving the material positively or whether there is a concern that needs to be addressed. Even with tools for the student to indicate that there is a problem or concern the online student may not choose to employ them. It is essential that the teacher transcend this diminished capability to communicate and produce instruction that is vibrant and engaging. According to Watkins (2005) “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">the online classroom is a new environment that requires a variety of technology skills and communication strategies that are not the same as those used in previous classroom experience <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 6 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and he enjoins those in the teaching profession to put forth the appropriate creativity to maximize the capabilities of digital media. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Research by Chyung and Vachon (2005) indicates that of the nineteen factors relevant to student satisfaction or dissatisfaction with online learning seven were representative of the majority of “ <span style="color: #0000ff; font-family: 'Times New Roman',Times,serif; font-size: 120%;">total frequencies in both positive and negative directions <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">” ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">p. 107 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Five of the seven factors were directly related to the effectiveness and skills of the instructor, indicating that the development and inclusion of positive skills, and the eradication of negative skills on the instructor’s part will result in a much higher incidence of student satisfaction, and presumably student learning. =<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Conclusion = <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Teaching digitally is different that teaching traditionally. Many of the skills gained in the traditional classroom can transcend the digital environment, but others must be supported and expanded in order to create a vital and engaging venue for learning.* Some of the challenges that must be overcome are reduced personal contact between teacher and students, a higher dropout rate because of dissatisfaction with digital delivery, proper functioning of the underlying hardware and software, appropriate choice of tools and technologies to convey instruction, and teacher creativity to overcome diminished capacity to communicate digitally. The good news is that many research studies have demonstrated that properly done there is no significant difference between learning that takes place in the traditional classroom and that that takes place online. The bad news is that students, when given the choice, prefer a traditional classroom, and we as instructors have the task to change that perception, and ensure that our classrooms are just as engaging, and just as inviting, regardless of the medium we use to put our points across.

<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [scl1] Period goes before the source in a block quote <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;"> [scl2] Some, but very few


 * = References ||
 * * Andrews, R., & Haythornthwaite, C. (2007). Introduction to e-learning research. In R. Andrews & C. Haythornthwaite (Eds.), //The SAGE Handbook of E-learning Research// (pp. 1-52). Los Angeles, CA: SAGE.
 * Broadbent, B. (2002). //ABCs of e-learning: Reaping the benefits and avoiding the pitfalls//. San Francisco, CA: Jossey-Bass/Pfeiffer.
 * Buch, K., & Bartley, S. (2002). Learning style and training delivery mode preference. //Journal of Workplace Learning, 14(1)//, 5-10. doi:10.1108/13665620210412795
 * Chyung, S. Y., & Vachin, M. (2005). An investigation of the profiles of satisfying and dissatisfying factors in e<span style="font-family: 'Cambria Math','serif';">‐ learning. //Performance Improvement Quarterly//, 18(2), 97<span style="font-family: 'Cambria Math','serif';">‐ 113. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/218512744?accountid=28180
 * Donavant, B. W. (2009) The new, modern practice of adult education: Online instruction in a continuing professional education setting. //Adult Education Quarterly, 59(3)//, 227<span style="font-family: 'Cambria Math','serif';">‐ 245. doi:10.1177/0741713609331546
 * Higher Education Funding Council for England. (2005) //HEFCE Strategy for E-Learning//. Bristol, England: Author.
 * Huang, E. Y., Lin, S. W., & Huang, T. K. (2012). What type of learning style leads to online participation in the mixed-mode e-learning environment? A study of software usage instruction. //Computes & Education, 58(1)//, 33-349. doi:10.1016/j.compedu.2011.08.003
 * Martinez, C. E. (2011). Factors affecting effectiveness in e-learning: An analysis in production management courses. //Computer Applications in Engineering Education, 19(3)//, 572-581. Retrieved from http://illiad.ncu.edu/illiad/illiad.dll?SessionID-P134743944M&Action=10&Form=75&Value-56443
 * Palloff, R., & Pratt, K. (2001). //Lessons from the cyberspace classroom: The realities of online teaching//. San Francisco, CA: Jossey-Bass Inc.
 * Reddick, E. (2009, January 19). The importance of body language to your business success. //Enterprise/Salt Lake City//. pp. 13-14. Retrieved from http://web.ebscohost.com.proxy1.ncu.edu/ehost/pdfviewer/pdfviewer?sid=88397523-6a7c-4163-b57f-f526744c0995%40 sessionmgr114&vid=2&hid=127
 * Watkins, R. (2005). Developing interactive e<span style="font-family: 'Cambria Math','serif';">‐ learning activities. //Performance Improvement////<span style="font-family: 'Calibri-Italic','sans-serif';">, 44 //(5), 5<span style="font-family: 'Cambria Math','serif';">‐ 7. Retrieved from http://search.proquest.com/docview/237237980?accountid= 28180
 * Zemke, R., & Zemke, S. (1995). Adult learning: What do we know for sure? //Training, 32//, 69-82. Retrieved from http://go.galegroup.com.proxy1.ncu.edu/ps/i.do?&id=GALE%7CA17179 010&v=2.1&u=pres1571&it=r&p=AONE&sw=w


 * Note from later:** All of the retrieved from's that reference NCU or proquest are incorrect and should either include the doi, or failing that should reference the actual article, and failing that should reference the journal home page per APA guidelines. ||