What research says about learning on the Internet
Rob PhillipsSchool of Multimedia and Learning Technologies
Edith Cowan University
What research says about learning on the InternetRob PhillipsSchool of Multimedia and Learning Technologies Edith Cowan University | |
Many claims have been made of the World-wide Web as an instructional medium. In particular, it is seen as providing more flexible access to course material for both on- and off-campus students. However, perusal of online courses shows that most pages appear to be designed essentially as a repository for course materials, with the Web being used merely as a "24-hour-a-day glorified whiteboard". Such an approach does not make optimal use of available technologies.There is substantial literature about the use of the Internet as a collaborative tool rather than a medium for transmission of content. A number of scholars have discussed how Computer-Mediated Communications can create the richness of an on-campus experience for off-campus students, using well-established and inexpensive technology. The key factor is the type of activities generated for the student by the teacher, and the design of an online learning environment which encourages participation by students. Using "teleapprenticeship" activities such as mentoring and peer collaboration, it is possible to create "virtual communities" of learners on the Internet.
In order to develop an online learning environment it is necessary for academics to utilise a range of approaches to their teaching, which go beyond the traditional didactic model with which most are familiar. This paper discusses the research results in more detail, and highlights examples of best practice.
Print-based Distance Education is a well-defined genre, and Australia is acknowledged as a world leader in this area. The learning materials developed are based firmly on an objectivist Instructional Systems Design model (Gagne, Briggs, et al. 1992). Content is divided into objectives and sequenced by an instructional designer. Inherent in the model is the concept of delivery of material.
Traditional distance education has advantages for those people with the intrinsic motivation to succeed at a course. Study can be performed at the time and location desired by the learner, and this mode is particularly attractive to busy professionals and those in remote locations.
However, one disadvantage is the long turn-around time. It may take weeks for student assignments to reach the tutor, be marked and then returned to the student with feedback. By this time the student may have forgotten what the assignment was about. A further disadvantage is the lack of social interaction, where students can discuss issues and problems.
The advent of the Internet enables print material to be put online. It also allows students and tutors to transfer documents electronically. The resultant reduced turn-around times allow students to get feedback on their performance while it is still fresh in their minds (Mason and Kaye 1990). One disadvantage of on-screen material is that the student has less flexibility about where to read it. It also takes approximately 25% longer to read from the screen (Nielsen 1996).
In on-campus education, the Internet is increasingly being used to put print and lecture material online. For example, the World Lecture Hall (Texas and Austin 1998) contains many pages which appear to be designed essentially as a repository for course materials such as references, lecture notes, etc.
Some advantages can be gained from this approach. Students have easy access to course resources, and more material may be made available than otherwise. The online approach also saves on printing costs to the department, but only by disadvantaging students, by shifting printing coasts to them. Another disadvantage is that some students may find it more difficult to gain online access than others.
The effort of putting class material online each week becomes an extra chore for already busy academics. Despite cost savings in the departmental printing budget, the online approach can be more expensive to the institution, because extra computer labs may be required.
The previous paragraphs have highlighted a number of advantages to the use of online resources in tertiary education, compared to traditional approaches. However, the advantages identified are overwhelmingly factors of convenience, and the convenience is often to the teacher, rather than to the learner. Very little attention has been paid to student learning.
A further issue is the quality of much of the available Web learning resources. It is technically very easy for lecturers to put material online. It is, however, very difficult to develop educationally effective educational material. Some examples of successful implementations of Web-based programs have started to appear (Schutte 1997), but one should question the validity and efficacy of many of the claims made for it as an instructional medium (Ring and McMahon 1997). Is it valid for the web to be used merely as a "24-hour-a-day glorified whiteboard" (Archee and Duin 1995)?
The most important question to ask when adopting any new technology is how the technology can improve on traditional approaches? The rest of this paper discusses some ways in which well-established online technology can be effectively applied, by discussing the work of theorists and giving examples of best practice.
Phillips (1997, Chapter 2) has discussed how computers are currently unable to respond to student's needs in the way that human teachers can. It is important to realise that online teaching materials are an adjunct to a human teacher, rather than a replacement. Current thinking is that the most effective method of computer-based learning is through a range of broadly constructivist learner-centred approaches (Phillips 1998). This contrasts with the wide-spread practice of converting teacher-centred materials to electronic form and delivering them on the web.
An important part of university learning, especially for inexperienced learners, is the ability to discuss learning matters with teachers and other students. Even coffee shop discussions play an important part in the learning to learn which is an essential part of university study. The Internet offers the opportunity of this social discourse through what Dillenbourg (1995) has described as 'virtual communities' of learners.
Many authors contend that the key advantage to the use of the Internet for learning is its ability to facilitate communication and collaboration (Harasim 1993; Harasim, Hiltz et al. 1995; Jonassen, Davidson et al. 1995; Collis 1996). In other words, the Internet becomes a collaborative tool rather than a medium for transmission of content. This approach builds on Social Constructivist learning theory (Vygotsky 1978), which argues that learning is more than the accumulation of facts. Instead it involves a process of enculturation through social discourse and situated cognition (Brown, Collins et al. 1989).
It is possible to create the richness of an on-campus experience for off-campus students, using well-established and inexpensive Internet technology. Harasim, Hiltz, Teles and Turoff (Harasim, Hiltz et al. 1995), in their book "Learning Networks", have identified various types of activities which can be carried out on the Internet, and have categorised these as teacher-centred and learner centred, as shown in Figure 1.
Figure 1: Categories of online learning activities (Harasim, Hiltz et al. 1995)
The most common way in which the Internet is currently used for learning is for access to network resources and electronic lectures (Electures). Activities such as mentoring and peer collaboration have been identified by Teles (Teles 1994) as "teleapprenticeship" activities, arising from the Cognitive Apprenticeship model (Brown, Collins et al. 1989). The pervasive email technology can be used to efficiently and conveniently provide a one-to-one interaction between tutor and student. Informal peer interaction can be achieved through a 'virtual cafe', which was found to be an essential component of educational activity (Harasim, Hiltz et al. 1995) in building a sense of community.
However, Harasim et al. (Harasim, Hiltz et al. 1995) argue that the most powerful online learning approach is a range of structured group learning activities. Students are expected to construct their own understanding of the material from a range of resource material. This is diametrically opposed to the objectivist view that delivery of content is paramount, with student interaction being secondary.
"Learning Networks" identifies a range of structured group activities:
| Learning partnerships | In this mode, students are grouped into pairs, or dyads, and work together on an assigned task. Dyads are useful early in a course because they provide peer support and act as icebreakers. Students realise that they have contact with another person with similar problems and fears. After coming to grips with the dyad, students can progress to larger groups. |
| Small group discussions | In small group discussions, students work in small groups to analyse a particular topic. This mode is suitable for active discussion in a large class, or where there are particular special interest groups. |
| Student work groups | Student work groups are used for student collaboration on major tasks, such as a research project. The optimum size is 3 to 4, and this mode requires students to clearly define tasks, decision making, roles and timelines.
Betty Collis, at the University of Twente, Netherlands, runs a course on online and distance learning. In 1995, students worked in small groups to create an online textbook about the content of the course (Collis 1995). |
| Group presentations and online seminars | There are a range of ways in which students can be encouraged to participate in online discussions. Joan Wardrop at Curtin University (Phillips, Wardrop et al. 1998) engenders very thoughtful online discussions on medieval history, by setting appropriate activities and asking relevant questions.
In an example given in "Learning Networks", a student work group is set the task of researching, writing and presenting a paper online. The paper is online for one week. A dyad has responsibility for moderating the discussion. Each day they restate the status of the discussion and refocus it. Other students have the task of responding to the paper. Finally, another two students have the task of writing a synopsis of the discussion as a whole. Each group is marked on their role in the discussion. |
| Role plays | Online role plays can be used to apply theoretical knowledge in a simulated environment, such as in management and business. They can also be used to discuss philosophical issues. A particularly good example of this approach is given by Pennell et al. (1997) where students are encouraged to learn professional writing by doing virtual work experience as a professional writer. |
| Debates | Online debates are related to role plays, but are more formal. These discuss contentious and controversial issues according to formal debating rules, and can be a powerful learning tool. |
It is also essential that students feel socially comfortable in the environment that students are reluctant to contribute unless they have 'met' each other. One solution is for students to have some initial face-to-face contact (Harasim, Hiltz et al. 1995), although this is not essential. Alternatively, students can initially meet by videoconference (Pouw, van der Veen et al. 1997; van der Veen 1997) or simply by publishing home pages about themselves (Collis 1995).
It is interesting to consider the needs of employers in this context. A DEET-funded study by Marginson (1993) revealed that the three most desired characteristics of university graduates by business and industry were: (1) communication skills; (2) capacity to learn new skills and procedures; and (3) capacity for cooperation and teamwork. The study also found that universities traditionally do not value these attributes as highly, favouring more academic values instead.
So, employers say that communication and teamwork are important, and research and best practice indicate that these characteristics can be fostered by Internet technology.
However, on the other hand, the majority of online courses are based on an objectivist approach, with an emphasis on the delivery of content to passive 'learners'.
In order to resolve this dichotomy, all levels of tertiary education (administrative, academic and technical) will need to reflect on and reconsider their entrenched beliefs about teaching practice. It is only by challenging paradigms that the gap between current practice and research can be bridged.
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| Author: Dr Rob Phillips is author of The Developer's Handbook to Interactive Multimedia. He is President of the ASCILITE, the Australasian Society for Computers in Learning in Tertiary Education.
School of Multimedia and Learning Technologies Please cite as: Phillips, R. (1998). What research says about learning on the Internet. In C. McBeath and R. Atkinson (Eds), Planning for Progress, Partnership and Profit. Proceedings EdTech'98. Perth: Australian Society for Educational Technology. http://www.aset.org.au/confs/edtech98/pubs/articles/phillips.html |