This document summarizes research on learning presence in online education. It finds that online learners who are more strategic, active, and reflective tend to have better outcomes. Specifically, features like self-reflection prompts improve online learning. However, current models of self-regulated learning are tied to older views of knowledge as memorization and don't capture regulation online. The document advocates revising theories to focus on how learners organize materials, structure their environment, seek help, and reflect on performance. It also reports initial findings that online learners struggle with time management, help seeking, and interacting with peers, suggesting where instructional design could help foster self-efficacy and learning presence.
6. Though the average effect size is “small”
when “time” is the mediator the size is
“medium”
The mean effect size for studies with more
time spent on task by online learners than
learners in the control condition was +0.46
(Means, et.al., 2009)
7. Need for new theories…
Need a new theory of learning
online…
9. Still missing the “learner”
What do effective learners do with
their time in the online space?
10. Good (online) learners are
Strategic
Active
Reflective
Missingthis focus in Community of
Inquiry Framework
11.
12. Overall,the available research evidence
suggests that promoting self-reflection,
self-regulation and self-monitoring leads to
more positive online learning outcomes.
Features such as prompts for reflection,
self-explanation and self-monitoring
strategies have shown promise for
improving online learning outcomes.
Means, et. al. (2009)
13. What to regulate though?
Current theories of self regulated
learning tied to earlier oral
epistemology of “knowing” as
memorizing
Learning online requires different
self regulation
Difficult and increasingly irrelevant
to document “memorization”
14. Planning and time management
Organizing and transforming course materials
(e.g. sorting/printing discussions)
Environmental structuring (e.g. working from
fast internet connections)
Self-monitoring/record keeping (#
posts/grades)
Help seeking (professor and other students)
Reflection (on performance/effort)
Self-efficacy/attributions for success (predicts
effort)
Whipp, 2004
15. Used the Online Self-regulated Learning
Questionnaire (OSLQ) in Spring 2010
Consists of six subscales
environment structuring
goal setting
time management
help seeking
task strategies
self-evaluation
More than 2200 online learner
respondents…
16. Learner Difficulties in Current
Chronotopic Shift
Initial results suggesting learners
are struggling in some areas of the
transition to virtual learning
environments
17. 37. Although we don’t have to attend daily classes I
try to distribute my studying consistently across
days in a way that gives me enough time to be
successful in my online classes.
36. I try to schedule time every day or every week
to study for my online courses, and I observe the
schedule
41. I am persistent in getting help from my online
instructor when I need it
42. I reflect on my learning in online courses to
examine my understanding of what I have learned.
43. I ask myself a lot of questions about the course
material when studying for an online course
18. 33. I prepare my questions before joining in online
discussions
35. I allocate extra studying time for my online
courses because I know its time demanding
38. I find someone who is knowledgeable in course
content so that I can consult with him or her when I
need help
44. I interact with my classmates to help me
understand how I am doing in my online classes
39. I share my problems with my classmates online
so we know what we are struggling with and how to
solve our problems
19. Additional Recent Learning Presence
Research
Medium of
Instruction
Teaching Effort
Presence
Cognitive
Self-efficacy
Presence
Social
Presence
20. Current Results
Suggest that students in blended
environments have better self
efficacy
Physical presence of instructors
appears to foster confidence in
learners
What can we do with online
instructional design to help?