E-learning

The Design and Effectiveness of Online Collaborative Work

Posted by

0

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

Online learning has become a commonplace method of instruction due, in part, with the onset of the pandemic. This article examines how online collaborative learning is designed for the higher education environment and how specific design choices influence its effectiveness. Using a survey of online learners, the study invited students to share their experiences with the design of online group work in relation to group size, formation methods, collaboration type, and duration, along with their relationship to teaching and social presence. Results showed that collaborative work predominately occurs within small, randomly assigned groups focused on discussions, assignments, or peer reviews for varying lengths of time. While many students perceived online collaborative work as beneficial for learning and engagement, others reported neutral or mixed experiences due to coordination and participation challenges. Higher levels of social and teaching presence were associated with allowing students to self-select their groups and incorporating peer review activities. Overall, the study emphasizes that online learners value being able to provide input into the process of collaborative work in their online courses and that this purposeful, learner-centered design is critical for effective online collaborative work.

This article is an excellent resource for trainers, higher education instructors, and instructional designers that are responsible for creating online learning environments and wish to foster a positive e-learning experience. Effective instructional methods in online education differ from methods that are effective in other learning environments due to the lack of personal connection and face-to-face interaction. The study’s findings suggest that an instructor’s level of understanding of their student’s needs and how the instructional strategy being used relates to various learners’ requirements, enabling them to develop more effective learning experiences. Using the results of the study as a structural framework for integrating collaborative activities in an online environment would serve as a beneficial tool to inspire active participant engagement and to generate consistent feedback for future improvements to the learning experience.

Reference:

Oyarzun, B., Kim, S., Maxwell, D. et al. (2025). The design and effectiveness of online collaborative work. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-025-09472-2

Technology-Driven Education: A New Era of Learning

Posted by

0

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

Education is undergoing a revolutionary transformation aided primarily by an era of rapid technological advancements. Once a mere facilitator, technology has begun to shift from its former support role to be a core driver of how students learn and interact. In a recent article, Denys Vorobyov (2024) presents the potential and multifaceted challenges technology brings to education. Digital tools and online resources are enhancing engagement, accessibility, and quality of learning, preparing students for a digital future. However, the author stresses that successful integration of new technologies requires collaboration among schools, governments, and tech experts to ensure equitable access, cybersecurity, ongoing training for educators, and appropriate application to curriculum. The author concludes that the prospects for education are boundless, with technology opening up new possibilities for learning, teaching and growing. With effective partnerships between technology innovation, integration, and educators, the future of education promises a more inclusive, interactive, and imaginative learning experience for all.

I recommend this article for anyone who works in education and is looking to integrate technology into their curriculum. In particular, this would be a useful resource for those wishing to have a framework to implement new technology to their learning environment. The article provides a list of key stakeholders that are needed throughout the integration process in order to overcome possible challenges that may arise. Additionally, the source provided a real-world example of an online platform that was developed utilizing the previously mentioned framework, highlighting how tech companies and educational platforms can successfully collaborate to produce an accessible tool.

Reference

Vorobyov, D. (2024, February 1). Technology-driven education: A new era of learning. Forbes. https://forbes.com/sites/forbestechcouncil/2024/02/01/technology-driven-education-a-new-era-of-learning

Designing for Learner Success

Posted by

0

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

In the article “Effective Design for Adult Learners,” Erich Stiefvater (2025) explores how scaffolding teaching techniques can enhance the educational experience for adult learners. They utilize methods such as modeling and chunking information to aid in the ability to not only require new information but to additionally retain it for long-term use and application. Diversifying the platform to include e-learning provides click-and-reveal and branching to make content more engaging for the learner. Incorporating interactive measures such as reflections and open-ended questions empower learners to remain captivated and enthralled in their learning experience.

Though Stiefvater (2025) provides valuable insight on how to better learner outcomes through intentional instructional design, I’m concerned that this is viewed with rose colored glasses. I commend the intent and theoretical practice behind the plan, but I do not see the data or real-life examples to support the claim holistically. I am missing qualitative examples to demonstrate how these scaffolding techniques will meet or exceed the typical standard set. I would need to explore further to obtain a deeper sense of confidence that the learner is retaining the information being presented to them in practical application.  

Reference: 

Stiefvater, E. (2025, February). Effective design for adult learners. Education Northwest. https://educationnorthwest.org/insights/effective-design-adult-learners?utm_source=chatgpt.comLinks to an external site. 

Boosting Online Learning Through Technology

Posted by

0

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

Posted by

0

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

Posted by

0

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

Posted by

0

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

Posted by

0

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

Posted by

0

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

Posted by

0

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