Design Principles For Online Instruction: A New Kind of Classroom.
by Neil Toporski and Tim Foley
A Critique by Jeff Tuchscherer
Summary
The article of focus here begins by conceptualizing the nature of online learning. The authors acknowledge and explain that early efforts at distance education attempted mostly to copy the transmission mode of instruction that was the primary teaching method used in brick and mortar schools. As much as this form of distance learning broke down geographical barriers it did not necessarily overcome temporal obstacles. Another shortcoming of this learning environment was that it was void of normal interaction in classrooms and isolated the learners.
"Online learning is a hybrid between the traditional classroom and the distance education experience." (Toporski and Foley, p. 1) Synchronous and asynchronous learning opportunities are possible through web-based technology while still being teacher facilitated and utilizing traditional types of presentations, homework and discussions. The authors point out that the decentralized and collaborative environment of online learning distinguish it from traditional distance education models.
Toporski and Foley indicate that a set of design principles is necessary to properly implement online learning and that many questions need to be addressed in doing so. The main questions indicated are:
- Can technology support sound pedagogy?
- What educational pedagogy is supported by technologically based courses?
- What needs to be in place to support faculty in re-structuring their courses?
- Can online learning accommodate different kinds of learners?
- What factors correspond to the higher attrition rates of online courses?
Keeping these questions in mind, the authors offer key goals for designing this type of learning environment:
- Center learning around the student.
- Focus on needs and strengths of the students.
- Provide just-in-time and anywhere-anytime instruction.
- Foster collaborative learning environments.
- Emphasize authentic learning experiences.
The article concludes by out lining seven primary learning strategies for teachers to utilize:
- Interaction - Collaboration - Engaging and Motivating
- Lowering cognitive load - Contextualized content - Proper scaffolding
- Diversification
Critique
The recommendations put forth by Toporski and Foley in this article are pedagogically sound. An abundance of research is available that will attest to these design principles of instruction being linked to quality learning environments. Collaborative educational activities focused on authentic and engaging content would be what we are striving for in any academic environment, online or face-to-face. Lecture style course delivery as the primary teaching mode is outdated and has been shown to be less effective than collaborative, facilitation style teaching. Differentiated and diversified programming allows individual learners more opportunities for growth and academic success. I find it difficult to believe that any informed stakeholder in the current education system in North America would be able to find significant fault with the design principles that are highlighted in this article.
As much as I concur with the content of this article, I did find this article to be severely lacking in one aspect. There is no mention as to how to bridge this gap. The article is entitled "A New Kind of Classroom" but does not indicate what the online learning environment specifically needs to incorporate. I am left with just my own online learning experiences to draw from in order to move forward from here.
Reflection
There are several aspects of this article that will be useful for me as I look to utilize online learning strategies in my own practice. The main idea that I take from this article is critical: technology does not alter effective teaching practices. Incorporating technology simply for the sake of doing so is not good enough. Good teaching needs to support good technology and vice-versa. One without the other is impossible. There is tremendous opportunity available through online learning but it will not be tapped without purposeful implementation of sound teaching practice blended with solid technological tools.
A second point that seemed very evident to me is that online instruction still needs to focus on the learner, not on the technology. This is related to the discussion in the previous paragraph but I also believe it stands alone. If we put resources and methodologies ahead of our students, we cannot be sure that we are meeting their individual needs. One size does not fit all in this situation. The online learning environment has the potential to leave the student isolated in their learning environment and that will undoubtedly lead to stifled progress for the student.
One other thing that this article offers the reader is an evaluative tool for analyzing online learning environments. It can be used to determine if the technology is being used to support positive growth and academic success for students. The article will not directly help me to assess the specific tools being used but does have value in dissecting the use of the tools for the students' benefit. Having a concise resource for setting up a successful program of any sort is very useful and this article has the potential to be that.
Toporski, N. & Tim Foley, F. (2004) Design Principles For Online Instruction: A New Kind Of Classroom, Turkish Online Journal of Distance Education, 5 (1), 1-5.
Some thoughts/questions of my own about this critique:
- Is the actual critique component too weak? I am not sure if I was as thorough as I could be.
- Am I repetitive about certain aspects of this article? It seems as through I might have been spinning my wheels at a couple points in the critique.
