NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET

Learner: Barbara Andrine Koenig

EL7004

Dr. Glen Gatin

The Online Learner

KoenigBEL7004-3

Faculty Use Only Very well done, Barbara. Your shift to a more conceptual mode is apparent. In these courses, content is not as critical as process and the process required is the developing doctoral level approach to issues. Excellent and interesting points throughout, well supported with appropriate resources. See my additional comments in the body of your work. I look forward to seeing your scholarly use of your wiki and other web based multimedia.

Gatin

June 13,2012

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Learner Assumptions

Computers seem to be everywhere, in coffee shops, grocery stores, even in beauty salons and local drinking establishments. Each day, there seems to be a new technological advancement that makes computers faster, smaller, and able to hold more information. Access to the internet via smart phones makes technology mobile and global. Fifteen years ago, the Apple II e computers were still in operation within public schools in the United States and the desktop computers ran through slow speed modems with limited capability. Today, students can blog, Skype, stream, and create animated videos in an environment where they are completely comfortable in; students are digital natives. The worldwide web is a concept where strings of digital information crossing the globe where the patterns branch and intersect from one population to another allowing for real-time communication from one continent to another are evident. The web is evolving into the idea of a digital cloud that envelope the entire earth, where data and information flow freely and shared resources open the possibilities of technology to people in every corner of the world. The cloud is currently grouped by operating system and is not completely integrated, but the possibilities seem endless. For many adults, the technologies are new and the idea of using computers on a daily basis is a learned skill. With many of the younger generation, there is life integration with
Comment [WU1]: Envelopes Check out the concept of the noosphere, the sphere of collective consciousness proposed by Pere Teilhard de Chardin. http://www.december.com/cmc/mag/1997/mar/cu nning.html

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technology; there is no learning of technology, only evolving with technology. The integration of technology within schools and higher education institutions is a process and there are gaps of knowledge with some veteran teachers and veteran learners as well. Technology itself and the uses are changing and what was new and exciting last year may be completely outdated and ineffective. DePraetere (2010) defines and expands the idea of e-Learning and e-instruction. He defines the e-learning concept as electronic learning, but it is more complex than just looking at CD-Roms, it is a combination of individual learning, collaborative learning, and interactions through technological advances such as blogs, web, and podcasts (DePraetere, 2010). The book, Grown Up Digital: how the net generation is changing your world, looks at how technology is affecting students in the 21st Century (2009). This book interviewed over 9,442 school age children who utilize multiple forms of technology in their daily lives (Tapscott, 2009). The author presents this information in a form that allows the not so technology savvy individual to understand this generation of learners. He suggests that this new form of interaction allows for new ways of thinking and living. Tapscott (2009) gives helpful hints for businesses to recruit and find the new age talent to their workplace and provides ideas for educators to engage and interact with the 21st Century learner. His ideas are essential to veteran teachers of today to understand the complexities of their learners. With the recognition of the learner complexities comes the assignment or attachment of assumptions of the online learner. The number of online courses for those seeking higher education opportunities has grown significantly over the past several years and these assumptions are being evaluated and examined. Many assumptions exist concerning online learners and online programs such as: 1. All online learners are the same.

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2. All learners have equal access to essential learning. 3. Learner interaction is limited. 4. E-learning is neutral instruction. 5. Online learning is a cheaper way to provide education and a cheaper way to access education. Many of these assumptions have been addressed in the previous three E-Learning classes completed at Northcentral University. These classes have examined the importance of upfront planning and development of the online class, creating a sense of community amongst the learners, and making the classes interactive and engaging. Within these classes, there was not a direct naming of these as assumptions, but sensitivity of the needs of the learner and development of e-Learning programs have been introduced and developed. Understanding these assumptions is important to the successful development and implementation of online courses. Thinking globally, there are concepts of gender issues, cultural issues, spiritual beliefs and geography that come into play when in online course development (Paloff & Pratt, 2003). With these initial broad concepts mentioned, analysis of assumptions may ensue. Digging in deeper to assumptions of the online learner begins with what makes up an online learner and how the learner interacts within the online course. Andragogy plays and important role within the program development of an online course and understanding of who the online learner is (Levine, 2005). Pedagogy is the art and science of teaching and andragogy deals with how the adult learner learns. Levine (2005) states that theory of adult education focuses on the learners need to know, learning is experienced-based, the learner is responsible for their own education and the information is relevant to their lives, problem-centered, and the learner internally motivated versus externally. With the
Comment [WU2]: Or more correctly, how to teach to adults.

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understanding of who the learner is, comes an appreciation of how each learner is an individual. Not all online learners are the same. Looking at obvious difference, the first major identifier is gender. Female learners are increasing and account for over half of the bachelors and masters received (Weffelmeyer, 2007). These numbers show an even greater increase in female online students who may be attracted to the online delivery for the ability to break out of socialization roles. Anderson and Haddad (2005) state that female students tend to speak out less frequently and confidently than their male counterparts, and this may be why online anonymity is attractive to female learners (p.4). Paloff and Pratt (2003) noted significant differences between the male and female students participating in online courses and they could even see submissive behaviors of some female students and aggressive behaviors of some male students. When designing activities for online courses, there are many strategies to make sure there is gender equity with activities, discussion groups, and participation requirements. Recognizing the needs of the learner is the most important and intervening when appropriate is the responsibility of the learning facilitator/instructor. Gender issues may be increased within different cultures and cultural issues may exacerbate gender issues or vice versa. Northcentral University addresses these needs on an individual basis. The doctoral programs are individually based and the online instructor is a mentor. Collaboration, interaction, and discussion amongst peer students is not required, therefore differences with the online learner is addressed at an individual level. A student only interacts with the mentor, therefore any differences with culture, gender, participation are individually based between the two. E-Learners in the online environment are as unique and individual as those in a traditional face-to-face classroom, similar issues arise concerning the online learner and there may be additional issues that surface due to online learning environment complexities. The
Comment [WU3]: Avoid this construction in academic writing . many strategies exist to ensure. Comment [WU4]: ..strategy..

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second assumption analysis focuses on the idea that all students have equal access to the online course. There are concepts that overlap between assumptions, such as cultural differences. Cultural differences may be grouped within gender discussion and learner differences as well as access issues due to geographical region or religious beliefs. The online course delivery opens the classroom from a regional population to a global community. Many variables cause a student to have access issues with online learning. Geographical location, socio-economic status, multicultural values, religious views and values would all then crash in one area with no assimilation or melding. Each student is an individual and should not compromise their beliefs to learn through different methods and with people who are different. Multicultural awareness is key to a successful online course. Studies on multicultural understanding and experiences in traditional classes are well researched, but there are gaps in research of the role of multicultural impact in online courses (Brown, 2010). Socio-economics can be a barrier to access for students. Technology is not free and access to the web usually comes with a cost and these costs may prevent those who are not of age to individually support them or who are of age and fall in the lower socio-economic groups (Mullenburg & Berge, 2005). Students, who have disabilities, whether physical or emotional, represent access issues in their own right. Students with disabilities represents a growing number of postsecondary students and since online learning is growing at a large rate, the population of online learners with disabilities is growing quickly too (Grabinger, 2010). Northcentral University addresses the assumption of access rather informally. When entering the university, it is assumed that there is access and because of the cost there may be assumptions that funding is not an issue with the students. The university does assist with
Comment [WU6]: ..that access exists.. Comment [WU5]: Assumptions overlap,..

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student loan applications processes, but scholarships and grants are up to the individual student. The assumption of computer access is apparent with Northcentral too. Teaching and learning in an online environment is different. Changes in the educational environment require changes of pedagogy and attitudes (Sinclair, 2009). The concept of the teacher controlled environment is replaced with a shared approach with the power being transferred to the learner. Learning then becomes an active event and if the online course is well designed and defined, the problems that may arise from assumptions may be limited. Design to reduce conflict amongst participants, increasing access, and create robust online programs will reduce roadblocks in learning and increase overall student knowledge. Continuing to plan, develop, integrate, evaluate, review, and adjust the online classes will continue the online learning cycle and make the possibility of a global learning community possible.
Comment [WU7]: Designing

From the feedback from Activity 1 and Activity 2, I have formalized my writing, eliminating notation of personal experience, except for the prompt within the assignment dealing with out the courses or NCU is addressing the assumptions. I increased peer reviewed references and decreased the use of the text books that are our used for our reference point. I am creating a wiki-space and have created a page for this class. This space is in its infancy and can be located at http://koenig-academic-tech.wikispaces.com . I intend to use this throughout my program as a learning profile from my own e-learning journey. I have also created my own Skype account and signed up to meet with you online. My Skype name is koenig3232. The last three e-learning

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classes have been rather informal in nature and the EDU classes have been extremely formal in their writing requirements. I have changed my approach and I hope that I am on track. I look forward to talking to you. I will try to overcome my shyness before we meet. Thank you for your feedback and support. References

Anderson, D.M. & Haddad, C.J. (2005). Gender, voice, and learning in online course environments. Journal of Asynchronous Learning Networks, 9(1), 3-14. Brown, W. J. (2010). Student multicultural awareness in online community college classes. Multicultural Education & Technology Journal, 4(2), 99-112. doi:10.1108/17504971011052313 DePraetere, T. D. E-learning: Learning through the use of devices [Internet]. Version 17. Knol. 2010 Aug 15. Retrieved June 8, 2011, from http://knol.google.com/k/thomas-depraetere/e-learning/20ohkjtmn38cb/2 Grabinger, S. (2010). A Framework for Supporting Postsecondary Learners with Psychiatric Disabilities in Online Environments . Electronic Journal of e-Learning, 8(2), 101-110. Levine, S. J. (2005). Making distance education work: understanding learning and learners at a distance. Okemos, Mich.: LearnerAssociates.net. Muilenburg, L. Y., & Berge, Z. L. (2005). Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. Retrieved June 8, 2012 from http://search.proquest.com/docview/217787077?accountid=28180 Palloff, R. M., & Pratt, K. (2003). The virtual student: a profile and guide to working with online learners. San Francisco: Jossey-Bass. Sinclair, A. (2009). Provocative Pedagogies in e-Learning: Making the Invisible Visible. International Journal of Teaching and Learning in Higher Education, 21(2), 197-212. Tapscott, D. (2009). Grown Up Digital: how the net generation is changing your world. New York, New York: McGraw-Hill. Weffelmeyer, M. J. (2007). An investigation into autonomy, gender, voice and learning in online course environments. Webster University). Retrieved June 8, 2012 from ProQuest Dissertations and Theses, http://search.proquest.com/docview/304728903?accountid=28180