learning presence peter shea senior researcher – suny learning network & associate professor...
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Learning Presence
Peter SheaSenior Researcher – SUNY Learning Network &Associate ProfessorUniversity at AlbanyState University of New York
Current Shift in US Higher Education
Current Shift
Current Shift
Quality of Outcomes: Results of Quality of Outcomes: Results of Meta-Analyses of OL vs. CIMeta-Analyses of OL vs. CI
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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)
Need for new theories…
Need a new theory of learning online…
Community of Inquiry Framework (Garrison et. al)
Still missing the “learner”
What do effective learners do with their time in the online space?
Good (online) learners areStrategicActiveReflective
Missing this focus in Community of Inquiry Framework
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)
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”
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
Used the Online Self-regulated Learning Questionnaire (OSLQ) in Spring 2010
Consists of six subscales environment structuringgoal settingtime managementhelp seekingtask strategiesself-evaluation
More than 2200 online learner respondents…
Learner Difficulties in Current Chronotopic Shift
Initial results suggesting learners are struggling in some areas of the transition to virtual learning environments
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
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
Additional Recent Learning Presence Research
TeachingPresence
SocialPresence
Self-efficacy
Effort
CognitivePresence
Medium of Instruction
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?
Suggestions for Revised Community of Inquiry Framework
