1. Theories Guiding E-Learning
Principles of Adult Learning
Teaching and Learning Theory
Cognitive Learning Theory
Social Learning Theory
Instructional Design

2. Theories Guiding E-Learning Principles of Adult Learning

3. Adult Learning Principles
Adult learners are autonomous and prefer to be self-directed
Adult learners are goal orientated focused more on the problem solving than subject
Adult learners come with a wealth of knowledge and experience
Adult learners must see the need or relevancy for the learning
Adult learners are intrinsically motivated to learn
Adult learners need to feel comfortable, respected, and free to express their opinion

4. Applying Adult Learning Principles to E-Learning
Ensure learning material is relevant and based on the needs of the learner
Build opportunity to draw on personal experiences that the learner bring to the e-learning environment
Promote the options for self paced learning
Provide variety of media to appeal to various learning styles especially for longer and more formal programs

5. Applying Adult Learning Principles to E-Learning
Provide for the learner to entry and exit into e-learning programs as they wish
Use stories or narratives to personalize training
Provide opportunity for learners to collaborate and communicate
Provide for immediate feedback and ability to track their own success

6. Teaching and Learning Theories
Theories Guiding E-Learning
Teaching and Learning Theories

7. Teaching & Learning Principles
E-learning is not appropriate for all situations and is not for everyone
Teaching and learning through e-learning is different from traditional classroom teaching
Cannot simply transfer traditional instructional material to e-learning
Needs to be designed building on the principles of adult learning
The control of learning shifts from the educator to the learner

8. Applying Teaching and Learning Theory to E-learning
Educators will require advanced computer skills, instructional design skills and e-learning authoring skills
Educators will need to utilize a constructivist perspective in designing instructional material – in which the learner is able to construct meaning or make sense of the learning experience
Need to ensure a learner-centered approach is used

9. Applying Teaching and Learning Theory to E-learning
Provide the learner with options and variety in pace, place, time and style of presentation and interaction
Instruction will need to utilize a variety of learning experiences for the same content
Incorporate learners being knowledgeable of learning styles and how to design learning material to meet the variety of learning needs

10. Theories Guiding E-Learning Cognitive Learning Style

11. Cognitive Learning Theory
Cognitive learning involves the mental process of receiving and processing information
Learning is meaningful when it relates to concepts the learner already knows and understands
Adults need to be able to impose their own idea of structure on the learning material

12. Cognitive Learning Theory
Some cognitive styles have more global approach and can easily navigate through the e-learning system and concentrate on the learning
Other cognitive styles become overwhelmed and disoriented with navigating the system and have difficulty with the learning material

13. Cognitive Load
E-learning requires users to perform multiple tasks simultaneously:
Navigate the e-learning system
Attend to the learning content
If learners have to focus more on navigating the system this will reduce the focus on learning
If the learner focuses more on the learning material and less on navigating the system the learner may feel disorientated

14. Applying Cognitive Learning Theory to E-Learning
Ensure learning material is relevant by critically analyzing previous knowledge, conceptions and basic assumptions
Customize the instructional material to meet learners preferences
Provide training on navigating the e-learning system prior to starting the learning to reduce cognitive overload
Utilize a variety of methods to provide the same instruction to keep learners motivated and engaged

15. Applying Cognitive Learning Theory to E-Learning
Build less linear structure by using hyperlinks
Utilize the element of entertainment, such as story telling to keep the learner interested and engaged
Learning games helps the learner to relax which promotes learning

16. Multimedia Principle In presenting instructional material consider:
Using both graphics and text rather than text alone
Graphics add cognitive value and provide further explanation
The learner constructs relationships between text and graphics allowing a deeper and more active processing of learning

17. Contiguity Principle
Text should be placed next to graphics rather than underneath it or separated requiring scrolling or linkages
Locating the graphic and text near each other allows the learner to focus on the learning and not on navigating the system

18. Modality Principle In presenting instructional material consider:
Using audio instead of only text whenever appropriate
Learners are likely to manage and integrate more information when presented in both text and audio
Splitting the learning material between the visual and auditory senses helps to prevent overload

19. Personalization Principle
In presenting instructional material consider:
Being less formal, more conversational tone in instructional design
Utilizing first and second person allows the learner to connect with the content
Use of online aids, such as help lines, or virtual coaches reduces tension and helps the learner to engage in the learning material

20. Theories Guiding E-Learning Social Learning Theory

21. Social Learning Theory
People learn from observing and interacting with others
Learning is a function of the interaction of the person, the environment and the behavior
E-learning has its own distinct social structure and can strongly influence the learning and the satisfaction with the learning method

22. Applying Social Learning Theory to E-Learning
Build opportunity for the learners to interact within or outside of the e-learning environment
Educators should plan to be a part of online discussion by posing questions and introducing topics
Learner feedback on discussion questions is encouraged and they are prompted to pose questions of their own
Learners should be aware of the participation requirements of the course at the outset especially if being graded on this

23. Applying Social Learning Theory to E-Learning
The Educator should provide immediate feedback and online support to the learner
Build opportunity for active discussion among learners
Learners report that support from their educators and fellow students is very important to keeping them engaged in learning

24. Theories Guiding E-Learning
Instructional Design

25. Instructional Design
You will need to apply a systematic approach to instructional design.
For example, the ADDIE approach which include the phases of:
Analysis
Design
Develop
Implement
Evaluate

26. Instructional Design
Each phase has a number of important steps in designing courses. We will only discuss those elements in each phase that can potentially enhance e-learning effectiveness

27. Analysis You will need to assess:
The problem, who is affected by the problem, how they are affected, and what results are to be achieved by the instruction
The nature of the intended training, context and desired outcome of the learning
Is this training appropriate for e-learning
Remember: e-learning is not suitable for learning that require excessive amount of reading or has mostly practical content

28. Analysis You will need to assess:
The learning environment for capacity for e-learning
The learner will need dedicated time, space and computer access
The learner will need to feel supported to participate in e-learning during work hours

29. Analysis You will need to assess:
The learners readiness to engage in e-learning
General assumptions:
Younger generations are more technically literate, more motivated, and less anxious when attending e-learning
Younger generations are focused on specific learning outcomes
Older generations have a positive attitude towards training but lack the confidence to attempt e-learning independently
Older generations are more focused on problem solving and applying the learning to their work

30. Analysis You will need to assess
The pre-requisite knowledge and skill in using computers
Basic computer skills
The need for training to be able to navigate the e-learning system
How to navigate the e-learning system

31. Analysis You will need to assess:
The learners profile and their learning requirements
Individual learning styles
Prior knowledge and experience

32. ADDIE systematic approach
Instructional Design
ADDIE systematic approach
Analysis
Design
Develop
Implement
Evaluate

33. Design You will need to:
Design learning objectives that specify what the program should achieve, what the learners should know or be able to do upon completion, and what the experience should look like for the learner

34. Design You will need to:
Design features that will help motivate the learner to engage in the e-learning experience
Design the amount of flexibility the learner will need to complete the course
Remember, these features are often hard to design as it varies from learner to learner. The learner profile obtained in the analysis phase will be helpful

35. Design You will need to:
Design the timing for the learning experiences
Synchronous - live, real time
Need to be well designed and meaningful
Provides for social interaction
Asynchronous – pre-recorded for anytime, anywhere learning.
Appropriate for short stand alone programs
Provides for reflection which helps to promote relevancy
Blended – utilizes a combination of synchronous, asynchronous and face-to-face, e.g. classroom, labs, etc
more appropriate for long term, formal instruction through e-learning

36. ADDIE systematic approach
Instructional Design
ADDIE systematic approach
Analysis
Design
Develop
Implement
Evaluate

37. ADDIE Systematic Approach
The steps of ‘develop’ and ‘implement’ are very closely connected and will be discussed together in this course.

38. Develop and Implement You will need to:
Develop and implement the e-learning content
Based on the learning objectives
Based on the analysis of the learning environment
Based on the analysis of the learner profiles

39. Develop and Implement You will need to:
Determine the right balance between flexibility and control over performance
Some learners like having the option of when and where to learn
Other learners need to have expectations set in advance with progress tracked and monitored regularly

40. Develop and Implement You will need to:
Develop and implement the cognitive elements
Right mix of text, graphic, audio, video, etc.
Utilizing a variety of multimedia modalities

41. Develop and Implement You will need to:
Develop and implement the social elements of:
Providing opportunity for educator: learner interaction, e.g. , discussion groups
Providing opportunities for learner: learner interaction, e.g. e-learning group work
Providing opportunities to prevent social isolation, e.g. establishing learning circles outside of e-learning as a means for learners to communicate and share

42. Theories Guiding E-Learning
Instructional Design

43. ADDIE systematic approach
Instructional Design
ADDIE systematic approach
Analysis
Design
Develop
Implement
Evaluate

44. Evaluation
There are no clear evaluation criteria or quality standards set for e-learning
However, many of the evaluation mechanisms for traditional learning can be applied

45. Evaluate You will need to: Build reinforcement strategies
Milestones are set and measured
Meaningful feedback is provided to the learner regularly and timely
Learners are able to track their own progress and successes

46. Evaluate You will need to: Develop an evaluation strategy
Formative – done with a small group of learners to measure the effectiveness of the e-learning course material and methodology
Summative – measures the effectiveness of the e-learning course in achieving the learning objectives

47. Evaluate You will need to:
Evaluate the learner’s acceptance of e-learning. Some areas to consider when evaluating:
Learners attitude towards e-learning
Perceived ease of use
Perceived usefulness

48. Evaluate You will need to:
Evaluate the e-learning environment as a viable method of learning
Employee satisfaction surveys with e-learning
Accessibility
Evaluate the effectiveness of e-learning for organizations
Return on investment, cost effective
Improved employee performance

49. Evaluate
The research demonstrates that influences from media, friends, family, peers, and coworkers can shape user perception regarding new technologies and influence acceptance behavior.
(Bhattacherjee & Sanford, 2006)