Understanding the attributes of learning can help designers and
implementers of online teaching support students in learning more
effectively. For instance, if online teaching is learner-centered, it respects the
learning capacities of each student and is “focused on the learners” (Donkoh
& Amoakwah, 2024). This aligns with the principles of Universal Design for
Learning (UDL), which aims to benefit a wide array of learners and directly
support “diverse learners” (Barteaux, n.d.).
According to Riggs (2020), the learner-centered approach enhances online
education through three forms of interaction. Effective online learning can be
achieved if these interactions, student-content interaction, student-student
interaction, and student-instructor interaction, are properly facilitated.
Second, the knowledge-centered attribute should be the foundation of online
learning, as it defines the content of the entire learning process. Without it,
meaningful learning cannot occur, leading to what Anderson (n.d.) refers to
as a “content vacuum.” Steele, Holbeck, and Mandernach (2019) emphasize
the need for consistent strategies in delivering content in an online learning
modality. The discipline and subject matter should be carefully considered
when planning effective pedagogy. For example, the approach to teaching
Mathematics differs significantly from that of teaching PathFit. It is not a one-
size-fits-all model.
Third, the assessment-centered attribute must be intentionally integrated
into online learning. Two key factors come into play: the type of assessment
and the technology used to implement it. Brown (2022) highlights the
relationship between the two, stating that “these technologies do is support
rather than supplant the work that teachers and learners need to do to know
what they need to study or teach and to monitor their progress” (para. 27).
Lastly, the community-centered attribute of learning should reflect a social
constructivist learning style. Online learning must foster a community that
supports learners and helps them connect with each other. Archambault,
Leary, and Rice (2022) emphasize the importance of building “relationships
and community” to foster a community of inquiry and establish social
presence. These principles are essential because they “emphasize the
critical nature of developing relationships and community in the online
environment” (Archambault, Leary, & Rice, 2022, para. 26).
As both a student and a teacher in an online learning environment, I
subscribe to these principles. These learning attributes must be prioritized
when designing and implementing online learning. They provide direction to
the entire learning process. They create a system for everything I do as a
teacher and absorb as a learner. They professionalize the online learning
process, demonstrating that it is not merely a band-aid solution to the
sudden shift from traditional to online learning, but rather a viable,
intentional, and effective method of education.
References:
Anderson, T. (n.d.). Toward a theory of online learning. Athabasca University.
[Link]
Anderson/6a80e87f508f67f7bcb7edb7de153b6a7eec9fcb
Archambault, L., Leary, H., & Rice, K. (2022). Exploring the community of
inquiry framework: Online relationships and the value of professional
learning. In Handbook of Research on Effective Online Learning Environments
(2nd ed., pp. 88–105). IGI Global. [Link]
8.ch005
Barteaux, R. (n.d.). Universal design for learning (UDL). CAST.
[Link]
Brown, S. (2022). Technology and assessment: Redefining the teacher’s role.
Assessment in Education: Principles, Policy & Practice, 29(1), 1–14.
[Link]
Donkoh, C., & Amoakwah, F. K. (2024). Learner-centered teaching in virtual
environments: The Ghanaian experience. Journal of Online and Distance
Learning, 12(1), 45–59. [Link]
Riggs, S. A. (2020). Student-centered learning in online environments:
Interactions that matter. Educause Review.
[Link]
environments-interactions-that-matter
Steele, L., Holbeck, R., & Mandernach, B. (2019). Strategies for effective
online teaching and learning. Online Journal of Distance Learning
Administration, 22(2).
[Link]
[Link]
Anderson provides a thorough discussion of the stakeholders and the
interactions among them. In educational management, there are agents that
need to participate in order to achieve harmony for an ideal learning
environment (Cruzat, Cruzat, & Javillonar, 2022). Likewise, Anderson (n.d.)
expounds on the “stakeholders” and the interactions within these
stakeholders, if I may say and explain it this way. Hence, the model created
by Anderson provides a great overview of the online learning landscape that
can be useful to both teacher and student. For the designer and implementor
(if this role is being filled by the teacher), it is important to understand this
so that a clear strategy may be employed while content, pedagogy, and
technology are also being considered.
Moreover, interaction is also important to consider. As a student in an online
learning environment, the tension between independence and interaction
has a big impact on my learning process. The balance between the two
should be met. For instance, this EDS 157 course has components intended
for independent learning, but there are also activities that require
interaction. Hence, schedule-wise, I need to be mindful of those things as I
pace myself between these two types of interaction.