CONTENTS

• Assignment requirements
o Background to online teaching and learning
o Theoretical underpinnings of the use of media and technologies in online
teaching and learning
o Characteristics of various media and technologies in online teaching and
learning
o Fostering interaction through media and technologies in online teaching and
learning
o Rationale for your opinions drawing on the understandings you have
developed from the learning modules and related readings

• Conclusion

• References
Background to online teaching and learning
Electronic learning or e-Learning is a general term used to refer to computer-enhanced
learning. It is used interchangeably in so many contexts that I found it critical to be clear of
the true meaning of 'e-Learning'. In many respects, it is commonly associated with the field of
advanced learning technology (ALT), which deals with both the technologies and associated
methodologies in learning using networked and/or multimedia technologies. (Wikipedia 2008,
retrieved 8/3/08)
Online teaching in itself is not new to the current environment in which we operate through
using the World Wide Web. Online teaching as such was initially used via radio and
television, again using the then technology in order to facilitate distant and remote learners.
But this is not what we know as online learning today.
The standard definition (Wikipedia 2008) In computer technology and telecommunication, on-
line and off-line are defined by US Federal Standard 1037C. They are states or conditions of
a "device or equipment" or of "a functional unit". To be considered on-line, a device must be
at least one of:
• Under the direct control of another device

• Under the direct control of the system with which it is associated

• Available for immediate use on demand by the system without human intervention

• Connected to a system, and is in operation

• Functional and ready for service

According to Wikipedia 2008, (retrieved 28/4/08) A virtual learning environment (VLE) is a

system that creates an environment designed to facilitate teachers in the management of
educational courses for their students, especially a system using computer hardware and
software, especially involving distance learning. This is further endorsed in a workshop report
by P. Dillenbourg, (2000) similarly, a set of Web pages does not constitute a virtual learning
environment unless there is social interaction about or around the information.

Further, the same website highlights the history and background of online learning from its
infancy in 1728 with a distance education course in shorthand and instructions sent weekly to
the modern day technology currently available internationally.
It also states that in 1962, Douglas Engelbart publishes his seminal work, ‘Augmenting
Human Intellect: a conceptual framework.’ In this paper, he proposes using computers to
augment training. With his colleagues at the Stanford Research Institute, Engelbart started to
develop a computer system to augment human abilities, including learning. The system was
simply called the oNLine System (NLS), and it debuted in 1968.

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The initial concept of a global information network should be given to J.C.R. Licklider in his
series of memos entitled "On-Line Man Computer Communication”, written in August 1962.
And with this the term online teaching was born.

Later in 1965 IBM introduced COURSEWRITER, an online interactive system that included
course management features and roles for the users such as instructor, manager, and
student, and allowed intercommunication among them, which identifies one of the very first
instances of online ‘interactivity’ between educationist and student.

And it wasn’t until ’76 that that the Open University in the UK developed and delivered three
‘online’ courses (Cooper, Aldwyn (1980). Prior to this a number of radio, telelink, gaming
consoles and other forms of technology were virtually engineers in time to connect to a
different type of learning environment.

It wasn’t until the 1989 that Tim Brenners-Lee working at CERN in Switzerland circulated a
proposal for an in-house online document sharing system which he described as a ‘web of
notes with links’, once accepted by his superiors he called the new system the World Wide
Web.

With the advent of this new technology of communication, industrialists and education
institutions sought to embrace this new technology by exploring differing avenues of offering
their services and resources on a much broader scale.
And so began a new era in the pedagogy of teachers having to model their past knowledge
of teaching ‘chalk-and-talk’ and learning methods by understanding the new technology to
meet new needs of the learners by providing their knowledge online.

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Theoretical underpinnings of the use of media and
technologies in online teaching and learning
Of the required readings (Topic 1; Deakin University) firstly tries to identify and understand
exactly what their interpretation is of ‘theoretical underpinnings’ but fails to clearly place a
simple perspective of what it means and uses terms such as ‘flexible, online and distance
education’. My growing confusion here stems from my own and others interpretation of online
and distance learning, with the former being only accessible via computer and software
technology. The latter, although used in the same context, could simply use books, without
technology. However, developed together, this is more commonly known as blended
learning.

In this instance I disagree with (Terry Andersons, Pg 118) quote that the separation is
geographic or temporal space among teachers and students engaged in formal education
process. This definition implies that some type of technology mediation is necessary to span
that distance.

The same topic discussion paper has suggested that educationists need a theoretical
framework before being able to understand the needs of both their students and available
technology. It highlights the point that ‘the lack of an accepted theoretical framework has
meant that practitioners have had to focus upon practical information rather than rely upon
organising principles which connect them to what is known about theories of teaching and
learning’.

Not being an academic, but being in the commercial workplace for some thirty years has
enabled me to fully understand the needs & expectations of my clients (students) whilst
understanding the limitations of my organisations’ knowledge base (human
resources/teachers) and available resources (technology). None of this is based on any
theories or practices, just current knowledge, a degree of entrepreneurship, high creativity,
business acumen, a high degree of business knowledge and sound common sense.

Tim Riessen corroborates my thoughts on the Deakin Discussion portal (Tim Riessen, 2008)
stating ‘In terms of e-learning, it means we must first consider the purpose of the teaching,
and audience, and then select the best methods for presenting the material.’
Page 17 (Topic 1; Deakin University) again tries to show that a television set brings
associations of entertainment for some teachers with a limited educational setting. As my
background is in marketing & advertising my creative bent can always find an angle e.g.
even Big Brother has merits of learning about the psychological aspects by dulling the minds
of its contestants through isolation of any external input – students of psychology at UWA

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(University of Western Australia) love this program (Melissa McDonald, 2008, current
student).
In the same report, (Anderson T. 2002) Learning to Learn identifies an issue that forces
students to become competent and skilful users of a variety of technological tools. Simply
put, of course it does, but the use of the word ‘force’ is too strong as my current teachings
demonstrate that if a student undertakes an online course as their preferred method of
learning then they ‘have to’ embrace the technology, but as its online anyhow, isn’t it to be
assumed that they want to undertake an online course because they ’already know’ how to
use a computer.

I also believe his ‘hidden curriculum’ hypothesis talks openly from a negative viewpoint that
online learning might have a hidden agenda for the wrong reasons of cultural bias or political
agenda.
He offers a number of topics of discussion without ever deciding which one is more relevant
than the other, a great deal of theoretical ideals, but nothing tangible that could be used in
developing an online framework for new lecturers to even understand.

Holmberg (cited in M. Simonson, S. Smaldino, m. Albright, S. Zvacek (2006) suggested that

distance education has been characterised by trial-and-error approach with little
consideration being given to a theoretical basis for decision making. He continued with
‘theoretical, to bring explanation, on the other hand practical, to provide for application or
technology.’
Babson Survey Research Group (I. Elaine Allen and J. Seaman; 2006) highlighted the (pg 1)
what is online learning? Has defined that more than 80+% of content must be delivered via
the web to be truly defined as being delivered online.

As I have already alluded to, and in simple terms, its extremely important to understand the
needs of your students variables of engagement with technology prior to developing a
subject for online learning, but, it must be based on the expectations of what is learned and
then applied in the commercial workplace (assumption of a business unit).

My view is that many of the readings firstly, have no real definitive divide between distance
learning and online learning. Secondly, a number of the earlier readings seem to be based
purely on hypothesis and conjecture without any real structure.

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Characteristics of various media and technologies in online
teaching and learning

At Central TAFE we use WebCT CE6 (Blackboard) for online courses of which I have
developed the Diploma of Project Management.

I believe this has many limitations and have recently found that there is a move within my
college to use Moodle, similar operations but open-source software that is very flexible in its
approach to teaching. However, this is not supported in the college, so any issues arising, i.e.
software, back-up, student enrolment, confidentiality, etc cannot be dealt with from an IT
perspective. Also being open-source allows many ‘backdoor’ issues of viruses, Trojans, etc
that can also cause an even growing number of problems.

WebCT CE6, currently being used for this Deakin University course E-learning Technologies
& Media, is an online learning system software that, in recent times merged with Blackboard
under a collaborative agreement, that offers educational centres a portal of commonality that
can be used internationally. An educationist still has to develop the material and use the
template offered by Blackboard as a means of transporting learned material and placing this
online (World Wide Web). Although, there are now a number of Toolboxes that have been
developed for use within WebCT linked to national awards and developed by educators for
the purpose of online learning.

Topic 2 reading highlights the need to ensure that whatever medium is used that the
educationists understands the psychology of a student in that whatever content is developed
it must be user friendly in order for the reader (student) to participate in the learning process.
This was perhaps evident in the use of a number of symbols and sign languages that
evolved when research was undertaken (Salomon 1989) later defining the use of computers
as an overall ‘map’ with at least four dimensions. One of these was their symbol systems:
word, picture, number, space, tone.
There is evidence over many years within web design in understanding all these elements in
the production of websites that tries to engage the reader, i.e. the level of language of words,
colour, clarity, typestyle, leading, paragraph control and many other variables in order to
engage the reader. The trend of using Flash technology when this was first introduced,
showed websites used this in their introduction pages, with flashing images and stars tracing
the mouse cursor to draw in and capture the attention of the reader.
This is also complemented by understanding the other human senses of auditory and visual
traits. When combined, they can add a wealth of experiences to captivate their audience.
Again proving Salomon’s (1979) thesis that the effects of Sesame Street on television-naive
children in Israel, he concluded that the results supported his general thesis, showing that

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the children’s mastery of specific mental skills was affected by the coding elements in the
series, not its content.
The current social networking program Facebook highlights the number of different aspects
of symbolic use within this media through cognitive recognition of certain graphical displays
that aid in interaction. I suppose my hypothesis here is if Facebook was a visually boring site,
with minimal or limited interaction, lack of use in space, colours and other stimulating places
to visit, would the site still be as popular!

There is a dedicated chapter Handouts, Study Guides, and Visuals (M. Simonson, S.
Smaldino, m. Albright, S. Zvacek (2006) that highlights the various design skills that have to
be taken into consideration when developing new online material. For instance in graphic
design letter size is related to legibility. Typestyle with the use of serifs and san serifs in
lettering; balance is the sense of equilibrium in a visual.
The article from Topic 2 (Pg 3) runs true in that there is no simple answer to questions about
how to select the most appropriate media.
To me, when discussing the most appropriate media to use, it is based on the research and
knowledge of all different types of media resources currently available and accessible,
understanding both the advantages and limitations of that media, marrying this to the subject
material to be developed, understanding the needs of the target audience (student), but not
to the detriment of the development. This also includes being creative to capture reader
attention through the use of different media, ensuring interactive behaviours and sound
facilitation practices are employed.

A good example is the use of audio as part of this course, with the three CD’s provided and
because I travel to work by train, I ripped the auditory interviews to MP3 and listened to these
whilst travelling to work. I knew of the ability to transfer one mediums audio to another for
use when and where I needed to hear it, simple, yet effective.

The flexibility and limitations again in the use of collaborative software, Blackboard, emails,
mobile phones, pod casts, PDA’s and other mediums have to be used sparingly in order to
get the message across, be flexible in the educations approach otherwise I believe a student
would lose track of the many different mediums used in the learning process.

Consider this, I sit at a computer, with five library books, CD’s, MP3 player, eight PDF files
printed, so many online resources available and now bookmarked, four journals, three
reports from other lecturers and Deakin’s notes and readings all whilst trying to find common
threads of knowledge in my learning.

At Central TAFE I believe we have not yet fully embraced online delivery or its potentials of
online learning as there are no college policies procedures or systems in place to manage
lecturing staff in their development or facilitation.

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I think online learning has many advantages, but I am not sure if there is a higher attrition
rate of students failing to complete a course due to the many variables of time, work, family,
technology accessibility etc that will affect their learning. This also includes time management
and self-discipline skills. Obviously, ongoing further research and study is required.

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Fostering interaction through media and technologies in
online teaching and learning
I have found one of the hardest teaching methodologies is the online environment. Laurillard
(1993) writes that interaction requires an action by the learner, followed by feedback and
then response by the learner. Action alone is not interaction and is not characterised by the
same thoughtfulness as interaction.

Some fundamental issues arose out of a paper published by (A. Bunker Edith & Iris Vardi;
2001) that clearly identified three primary problems of different methods of teaching and
student engagement; a need to improve the access to essential unit information; to increase
the amount and quality of student interaction; and to increase student autonomy.

One strategy that was not deemed successful for student interaction focused on the
mediation of student-to-student as (A. Bunker Edith & Iris Vardi; 2001) suggests that it
appears that interactivity is dependant on the nature of the learning activity undertaken and
lecturers’ competencies in facilitating online learning, independent of the medium in which
the task is set. I think there are a vast number of variables with one primary area missing that
of allowing the student to manage their own learning, time management, and focus on final
outcomes of an award.
On my six month course I offer twenty PowerPoint slide sessions each with approximately 25
to 30 slides holding key information on project management. The students also have to
purchase a book - Effective Project Management – which has more information coupled with
case studies and questions. The slides have a number of interactive questions they must
answer as part or their assessment by accessing readings (some supplied) and in other
cases having to be sourced elsewhere i.e. online, library, workplace knowledge, etc. I have
developed asynchronous discussions, according to (Pallof and Pratt, 1999) they suggest,
that use of asynchronous discussion may increase the reflection and thoughtfulness in
student discussion.

This has been positively reflected in this e-learning unit through interaction with both the unit
chair and other students alike. I have now adopted this idea and found that my students are
now collaborating and working in a study group.
I tried a synchronous chat sessions, but was unsuccessful given different time constraints,
technology availability, internet access (one student in Paraburdoo, north-Western Australia)
is not always available, work issues & general time management with one current student
studying from Scotland. However, I do believe synchronous chat would work based on local
students proximity.

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In an interview with Ron Oliver by Alison Cutler; Pedagogy and Online Learning; (12/4/04)
Ron suggests learners learn when they are actively engaged with some task. Yes, you need
information but as a means to an end and not an end itself. The best principle is one where
the student is driven by tasks, problems and engages with the content and this is how the
learning happens. And a good portion of this is in the creative development of the material
used for learning, leading to the fostering interaction.
I have created and placed online a six month Gantt Chart identifying each activity (15 in total)
and when final workplace assessments are due. I have stressed this is only a Suggested
Schedule knowing that most students work at their own pace. In one instance I have had a
student just finish three months into the course and yet, two students I’ve spoken with
haven’t yet started.

I place Notes of a motivational description every three weeks on WebCT and I also call each
student personally every four weeks to give the student a more personal perspective. This
approach has proved successful as they feel that they are not alone in their learning process
Students email me if they are having any issues, a previous web-link was changed due to
students’ inability to access a website, contacted me directly, and was duly changed.
I mark with written feedback within 48 hours of receipt of any activities/assessments.

As much as I can offer advice, establish & schedule interactive student-lecturer sessions, the
issue of communication is usually defined by three major dimensions; content, form &
destination. As can be seen from the following diagram, the essence of student interaction
starts at decoding the message (material information/discussion board, etc.)
acknowledgement of information and feedback (interaction). There is nothing new in the
(teaching) communication process, albeit using technology & consideration over how the
material is prepared and delivered.

Source Encoding Message Channel Decoding Receiver

(Lecturer) (material & (Computer & online) (requirements) (student)
information)

Feedback
(Interactivity)

Noise
(variables of delay)

As the process on teaching and learning online is developing, I believe that it is still in its
infancy and that both teachers and students alike need to ‘learn’ how to communicate with
each other through different media channels. Not too dissimilar to the first person using the

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telephone – speak, pause, listen, think and then respond – sounds like interaction, which
must be embraced by both teacher and student.
A key area for me is that students, according to (A. Bunker Edith & Iris Vardi; 2001) need to
be more responsible for their own learning.
Other disciplines of fostering interaction online include: instructional design (reference.com)

is the process that consists broadly of determining the current state of learner understanding,
defining the end goal of instruction, and creating some media-based "intervention" to assist
in the transition.
Social-constructivist is better known for its use in blogs, Wikis, discussion groups and other
Web 2.0 community based social sites. Whilst Gilly Salmons (Salmon, G. 2000) five-stage
model is a pedagogical approach to the use of discussion boards.

All this is only as good as the educationist developing creative tasks for better learning and
interactivity that stimulates further study and ongoing learning.

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Rationale for your opinions drawing on the understandings
you have developed from the learning modules and related
readings.
From the many readings undertaken, I have to yet uncover a clear understanding of many
academics definitions of online learning, distance education, e-learning and many other
different forms of technology based learning. There seems to be no clear descriptive and
differentiated terminology that defines what each represents and in what context each can be
used.

I found the experiences of many of the authors to be very good reading from their own
personal situations, but always of a psychological and hypothetical nature, that is unless, in
some cases, it was evident they had developed their own online material. Yet all the theories
and conjectures of what might work or what could happen is just that, purely conjecture, as
we have no real idea about the ‘personal’ scenario of the student sitting behind the screen at
the other end of the computer.

Part of my new project will include developing a process for evaluating a number of aspects
of online learning from course content, facilitation, interactivity, individual and group needs
and in training the educator. It is hoped this collective study, through the project, will be a
catalyst for developing processes and systems that the college can utilise in their future
development of online material.
I still believe that the development of online learning is still in its infancy as this medium has
only really been in use for the last twenty-years since the World Wide Web was first
introduced. We have a amazing opportunity to be at the forefront of developing, for the good,
a sound learning environment through the medium of computer and the internet that could be
accessible to so many people.

In stating this, and as educators, we have a high responsibility to ensure that we continually
develop ourselves through further studies, research with both professional and personal
development of technology based resources in order to provide the best service we can to
our current and future students. In saying this I am currently undertaking further training in
the Master Class of Instructional Intelligence and seeing where I can ‘translate’ this to my
online students.

In the end, online learning is simply about teaching to students using technology through the
internet.

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References
• Anderson T. (2002) Distance Learning and Distributed Learning; Athabasca University,
Information Age Publishing.
• Bunker, Edith Cowan University & Iris Vardi Curtin University 2001; Why use the online
environment with face-to-face students? Insights from early adopters; webpage:
www.centralnet/ck/Products/bunkera.pdf - retrieved 26/3/08)
• Cooper, Aldwyn (1980) Computer-based Learning at the Open University and the
CICERO system. In Lewis, R. and Tagg, E. (Eds.) Computer Assisted Learning: scope,
progress and the limits. Amsterdam: North-Holland Publishing.
• Dillenbourg P. (2000); Pg 5; EUN CONFERENCE 2000: Learning in the New Millennium:
Building a New Education Strategies for Schools: Workshop on Virtual Learning
Environments. Retrieved 29/4/08, http://tecfa.unige.ch/tecfa/publicat/dil-papers-
2/Dil.7.5.18.pdf
• Ealaine I. Allen and Jeff Seaman, (2006), Making the Grade, Online education in the
United States, 2006; Babson Research Group. Sloan Consortium (Sloan – C) USA
• Homberg B. (1995) The sphere of distance-education theory revisited; (ERIC document
reproduction service no. ED386578
• Laurillard D. (1993) Rethinking University Teaching. London, Routledge.
• McDonald M., 2008, current psychology student; University of western Australia
• Oliver R., 2004 #2;
http://community.flexiblelearning.net.au/TeachingTrainingLearners/content/article_5545.ht
m
• Oliver R. interviewed by Alison Cutler; Pedagogy and Online Learning; (12/4/04)
• Pallof R. & Pratt K.; 1999; Building Learning Communities in Cyberspace: Effective
Strategies for the Online Classroom. San Francisco, Jossey-Bass
• Salomon, G. 1979, Topic 2 Reading; Deakin University; Interaction of Media, Cognition
and Learning, Jossey-Bass, San Francisco and
www.garfield.library.upenn.edu/classics1988/A1988Q406200001.pdf; (retrieved 221/4/08)
• Salomon, G. 1989, ‘Computers in the curriculum’ in The International Encyclopedia of
Educational Technology, Lawrence Erlbaum http://www.ifets.info/journals/8_1/13.pdf;
(retrieved 21/4/08) and Interaction of Media, Cognition and Learning (The Jossey-Bass
social and behavioural science series) by Gavriel Salomon (979)
• Salmon, G. 2000. E-Moderating: The key to teaching and learning online. London: Kogan
Page.
• Simonson M., S. Smaldino, m. Albright, S. Zvacek (2006) Teaching and Learning at a
Distance; Foundations of Distance Education; New Jersey, Ohio, Pearson Education.
• Riessen Tim, retrieved 29/4/08;
http://vista.deakin.edu.au/webct/urw/lc669757845011.tp1234405516091/newMessageThr
ead.dowebct?homePage=true&discussionaction=newMsgCompileView&areaid=1234405
603091&topicid=1234405604091
• Wikipedia 2008 retrieved from http://en.wikipedia.org/wiki/Online 1/4/08
• Wikipedia 2008; retrieved 1/4/08; http://en.wikipedia.org/wiki/Computer-
Assisted_Instruction#Pedagogical_approaches_or_perspectives
• Wikipedica 2008; retrieved 27/4/08; ww.reference.com/browse/wiki/Instructional_design

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• Wikipedia 2008; retrived 27/4/08;
http://en.wikipedia.org/wiki/History_of_virtual_learning_environments

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