E-learning

Boosting Online Learning Through Technology

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This post is provided by guest blogger, Samerah Saad, graduate student University of St. Francis, MS Talent Development program. 

Barbetta (2022) summarizes how active learning by digital tools can enhance learner outcomes by promoting collaboration and engagement. One focus includes the concept of Education 5.0 to discuss the learner-centric outcomes and focus on student well-being adapted to be more inclusive on a holistic level. The utilization of artificial intelligence to amplify learning experiences supports increased rates of engagement. The author supports their theory by data found in gamification approaches without losing sight of ethical concerns on data privacy. They also provide a framework for implementation to include cross-disciplinary collaboration with artificial intelligence. 

I enjoyed the inclusive mentions to emphasis accessibility and a holistic approach for learning. Barbetta focused on lower-cost options such as presentations adaptations and peer learning sessions. However, I am concerned about the sufficiency these tools will provide since it will take from the direct approach from traditional means. Active listening or proper absorption on niche topics from the peer-turned-teacher doesn’t guarantee adequate results. I would have enjoyed specific examples, with their effectiveness, of how technology can boost current programs with relative ease to provide the reader with an actionable insight to more realistically integrate.  

Reference: 

Barbetta, P. M. (2022). Technologies as tools to increase active learning during online higher-education instruction. Journal of Educational Technology Systems, 51(3), 317–339. https://doi.org/10.1177/00472395221143969 

Instructional Design Interconnected with eLearning

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This post is provided by guest blogger, Edith Peña, graduate student at the University of St. Francis in Joliet, MS in Talent and Development program.

eLearning has become an important tool for education and training in today’s world. In the article “Instructional Design: The Brain and Heart of eLearning”, Satyabrata Das (2023) refers to instructional design as the heart and brain of eLearning. No different from an in-person classroom setting, instructional design is a major piece of an eLearning program and one of the most widely used methods for the design is the ADDIE cycle. The design of the program is what makes eLearning successful, engaging, ensures the learners needs are met, and that it is aligned with the instructional objectives. 

The article is published on eLearningIndustry.com, which is one of the largest knowledge sharing platforms for learning and development, and human resources. The articles published on this site are by reputable individuals. Satyabrata Das (2023) is the Founder and CEO of HexaLearn and has experience in planning and implementing programs. This article could be a great resource for individuals in the space of learning and development since it provides insights from experienced individuals. 

Reference

Das, S. (2023, October 4). Instructional design: The brain and heart of eLearning. eLearning Industry. https://elearningindustry.com/instructional-design-the-brain-and-heart-of-elearning  

Data Graphs: Emerging e-learning tool

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Technological Innovations in Data Usefulness

This post is provided by guest blogger, Gerald Edwards Jr., graduate student University of St. Francis, MS Training and Development program

There is a massive amount of digital data available on any number of subjects. AI has pushed the boundaries of big data. Gleaning useful information from endless search parameters is an infinite challenge, especially in the e-learning setting. The use of AI and big data mining makes it nearly impossible for students, in the time frame of semester course work, to make meaningful connections between various subject matters. There is an emerging tool that is indispensable to students and researchers at all levels of education, but specifically in the e-learning setting.

An article published in the journal Heliyon, analyzes the available peer reviewed published research literature on the use of data graphs as an effective search technology which is highly adaptable and suited for the digital learning environment. The authors provide a systematic appraisal of user usefulness and successful research outcomes in the digital learning environment when searching topics using institutionally compiled data graphs. Data graphs allow seemingly independent information variables to interconnect and return more meaningful data to the user through AI and human compiled related data. This information is useful when students and institutions are interested in a comprehensive understanding of a specific topic. Data graphs have been developed in other areas but are emerging as a invaluable tool for higher education students and instructors participating in the e-learning environment.

Abu-Salih, B. & Alotaibi, S. (2024).  A systematic literature review of knowledge graph construction and application in education. Heliyon, (10)3. https://doi.org/10.1016/jheliyon.2024.e25383

e-learning

Building a Culture of Continuous Learning

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This post is provided by guest blogger, Cody Stock, graduate student University of St. Francis, MS Training and Development program.

Successful eLearning stems from a successful learning culture that focuses on continuous growth. In a recent article, Johnson (2023) discusses three key strategies to building a strong eLearning culture, which include: the support of leadership, integrating existing learning initiatives, and promoting employee engagement and participation. The author explains how to implement these three key strategies to help organizations build a strong learning culture. These strategies will help build a successful and meaningful eLearning initiative that builds a strong culture of continuous learning within any organization.

I recommend this article for anyone who works within eLearning and is looking to foster a culture that promotes continuous learning and growth. This article provides useful tools for organizations to use that incorporate support from leadership, integration into existing initiatives, and encouraging employee engagement by giving employees an understanding of why eLearning is relevant to them. The combination of these three strategies are a great starting point for organizations looking to create a strong culture of learning and continuous growth.

Reference:

Johnson, Reginald. (2023, July). Strategies For Implementing eLearning In Building A Learning Culture. Retrieved from: Strategies For Successful eLearning Implementation (elearningindustry.com)

Knowledge Management – Building the Foundation for eLearning

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This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Efficient, fast, accurate, streamlined – these are some of the many words used to describe communication technology.  While business and education are keeping up with digital trends, they can manage and impart information through eLearning.  Before eLearning can be implemented, a strong foundation should be built through strategic planning, organizational mission, and cultural vision.  Author Rommel Benedick Lim (2021) discusses the importance of preparation before implementation.  Through change management and strong leadership, businesses can create the perfect setting for knowledge management to be effective.  ”The combination of business goals with learning programs will make eLearning sustainable in the workplace” (Lim, 2021). 

I recommend this article for anyone interested in setting the stage for an eLearning program in their workplace.  The information speaks volumes of the importance to prepare first, implement next, and sustain going forward.  The article does not go into detail about eLearning itself, but instead focuses on the activity that should take place before eLearning is brought onboard.  The author recommends understanding the “learning culture” and “communication channels”, when preparing to implement eLearning.  Overall, the article is insightful of the steps to truly understand organizational needs, so that knowledge management of an eLearning program can be effective and successful.   

Reference

Lim, R.B. (2021, April). How to Implement and Sustain eLearning in the Workplace. eLearning Industry.com. https://elearningindustry.com/how-implement-and-sustain-elearning-in-workplaceLinks to an external site

The Choice to Choose in E-Learning

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This post is provided by guest blogger, Michelle Edwards, graduate student University of St. Francis, MS Training and Development program.

The article surmises that there are negligible differences between students’ mastery of course content when they can choose how they complete some tasks versus no choice. The honesty was appreciated (in one study there was an error (which was later corrected) due to a choice not being turned off. Also, instructors, educators must take into consideration that when offering student choices, it can create more work for the educators/instructors not only when creating these choices but also grading. The more positive side includes students tend to be more engaged with their learning and the group that were able to make their own choices with their eLearning scored higher on their quizzes. Admittedly, (much like the article) research is limited when evaluating effective instructional practices for online learning environments and all the things that go along with it, and as usual you can’t mention online learning experience without blaming some of the problem on the pandemic and this article was no different.

I recommend this article would be great for anyone new to creating courses that will give students the ability to choose their own eLearning direction. Anyone in research on the subject matter of course students writing papers this is a general coverage article and a relatively easy read. Although it lacks the steps in ways that one would go about offering choices for eLearning, it does give views on the pitfalls one may face when offering choices.

MacNaul, H., Garcia, R., Cividini-Motta, C., & Thacker, I. (2021). Effect of assignment choice on student academic performance in an online class. Behavior analysis in practice, 14(4), 1074–1078. https://doi.org/10.1007/s40617-021-00566-8   Retrieved on June 6, 2024 from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7909734/

Assessing Student Learning – Insight into Impact

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This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Educators put time and energy into preparing lessons, but the work does not end once class is over.  It is essential to evaluate student learning, ensuring information provides intended impact.  Especially in the online learning environment, instructors cannot rely upon in-person interaction, and should explore the use of online assessment tools.  Content creator, Helen Colman (2024) provides methods to assess student learning, while sharing eLearning insights and teaching strategies.  “Online assessments are a critical part of eLearning and should be undertaken with the same level of care and rigor that you put into creating your other learning content.” (Colman, 2024). 

I recommend this article for instructors seeking the latest information about online assessment tools.  The article is organized and provides a fresh look at modern methods and software.  The author shows eLearning knowledge, but does not push readers away with heavy technical terms.  Images provide helpful descriptions pointing out the simplicity, usefulness, and outcome of various tools.  While the article references iSpring Suite as a vendor to provide online courses and assessments, the information is helpful whether pursuing the vendor or not.  There are many options, and readers will surely gain insight into the impact of assessments for online learning.

Reference

Colman, H. (2024, January 16). 9 Ways to Assess Student Learning Online. iSpring Solutions. https://www.ispringsolutions.com/blog/8-ways-to-assess-online-student-learning

Mystery and History of Instructional Design

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This post is provided by guest blogger, Lynn Urban, graduate student at the University of St. Francis in Joliet, MS in Training and Development program.

Instructional Design (ID) in Higher Education often holds a mysterious existence for students and educators accustomed to traditional learning.  To uncover mystery, it’s helpful to look back and understand how ID became part of what we now know as “e-learning” teaching strategies.  Sharon O’Malley (2017) points to a time in military training where the practice emerged during World War II, “when the military assembled groups of psychologists and academics to create training and assessment materials for troops”. (O’Malley, 2017).  The author traces ID over decades, landing on the popularity of online courses and remote learning infiltration to higher education practices.  

I recommend this article for anyone interested in beginnings of instructional design, and the journey to gain acceptance in higher education. The article is from 2017, when there was still mystery surrounding the field. While written pre-pandemic (and much has developed since that time), the references to ID entering higher education are relevant.  Providing quotes and backgrounds of students and educators, readers can glimpse online technology being new and adaptation being slow.  Post-pandemic we see that ID has taken a larger space in education, but there is value to understanding history behind technology – to appreciate how far we have come.

Reference

O’Malley, S. (2017, August). Still a mystery. Inside Higher Ed.com. https://www.insidehighered.com/digital-learning/article/2017/08/02/what-do-instructional-designers-do

The Importance of Performance Assessment in E-Learning

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This post is provided by guest blogger, Cody Stock, graduate student University of St. Francis, MS Training and Development program.

Performance-based assessments are a great way for learners to apply new knowledge in real-world situations. In a recent article, Christopher Pappas (2023), discusses why performance-based assessments are a great way for students to enhance their critical thinking skills and display their understanding of new concepts. The author provides examples of four different types of performance assessments: project-based, portfolio, simulation, and authentic assessments. Learners need to be assessed according to their learning style and needs in order to showcase their performance and level of understanding.

I recommend this article for anyone who works in instructional design and is looking to implement new performance-based assessments in the classroom. This article provides useful tools by providing examples of various performance assessments and defining why they are effective when aligned properly to the learning material and learners themselves. These assessment methods are briefly described and are a great starting point for anyone looking to improve their performance assessments.

Reference:

Pappas, C. (2023, June). What is performance based assessment? https://elearningindustry.com/what-is-performance-based-assessment  

The Impact of Technology on Student Outcomes: A Comparative Analysis

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This post is provided by guest blogger, Erica LoBurgio, graduate student University of St. Francis, MS Training and Development Program.

In this article “The impact of technology integration on student learning outcomes: A comparative study,” authored by Chia Ming Hong, Chee Keong Ch’ng, and The Raihana Nazirah Roslan, published in 2023 in the International Journal of Social Sciences, Educational, Economics, Agriculture Research, and Technology (IJSET), studies how the integration of technology changes the effects of student learning outcomes and educational practices. The article explains how different technology settings can enhance the students’ learning, student engagement, learning outcomes, and overall performance when successfully added into the course program.

The article delivers a comparative evaluation between students who are already provided with technological equipment and those who learn in conventional learning conditions without the technological equipment. Hong et al. (2023) provides a literature review, benefits of technology integration, methodology, as well as impact and outcomes. It is argued that with the ever-evolving world, students are required to be equipped with the technological tools to be successful.

Reference:

Hong, C. M., Ch’ng, C. K., & Roslan, T. R. N. (2023). The impact of technology integration on student learning outcomes: A comparative study. International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET), 2(9). https://www.researchgate.net/publication/373266726_The_Impact_of_Technology_Integration_on_Studen _Learning_Outcomes_A_Comparative_Study/fulltext/64e47c6040289f7a0faaf157/The-Impact-of Technology-Integration-on-Student-Learning-Outcomes-A-Comparative-Study.pdf