Online Learning and Innovations in Pedagogy Research Paper

Online and computer-based learning

Online and computer-based learnings are contemporary teaching and learning concepts that are grounded on the larger model of technology-based learning (TBL). TBL is inclusive of several learning technologies, ranging from networks and intranets to hardware and software solutions. However, this study found that, contrary to the common misconception, computer-based and online learning situations are not interchangeable, even though, both require computing tools in one form or another (Shukor, Tasir, Van der Meijden & Harun, 2014). Online learning, also known as web-based learning is limited to learning through the web, while computer-based learning is by definition exclusive to offline computers and other relevant IT hardware such as tablets and smartphones. Some of the popular online teaching tools that were studied include Myportifolio, which is an online platform where learners can upload their notes and other academic data. The data is remotely accessible as long as the user has an internet connection. Also, there is Blackboard, which provides a space for students to submit class assignments. Another particularly important category of online educational tools consists of plagiarism detectors such as Turnitin and Copyscape, which are designed to scan assignments for plagiarized content (Singh, Mangalaraj, & Taneja, 2010).

On the other hand, computer-based learning can be understood as a learning environment in which computers are used to mediate between learners and content without necessarily being online (Shukor et al., 2014). The tools for these learning situations include traditional computers and other devices through which teachers can render content for their learners (Salmon, 2013). Besides, there are software applications intended to enhance these interactions such as Prezi and Powerpoint. For example, a teacher can use Prezi to animate presentations for their class, or PDF files to allow learners to transfer documents between their personal computers and smartphones or tabs. Local area network technologies (LANs) have also emerged as important teaching tools through which teachers aid their learners from a central point while each is using their computer. However, the two methods are often combined since they are largely interdependent. The online tools and content must be accessed through computing devices and the content for computer-based learning is usually shared through online channels.

Scaling up innovation

According to Coburn (2003), scaling up and implementing innovation in the pedagogical context requires a combination of the dimensions of depth, sustainability, spread and shift to reform the perception of the innovations in question. She advocates a paradigm shift in classroom practices designed to alter the notions that both learners and tutors have towards technology-based innovation. TBL tools can also be used to improve the scalability of innovation to an extent unparalleled by face-to-face interaction. Also, optimization of the scaling-up process is only possible in an open and interactive learning environment, where everyone is motivated to contribute ideas and aid in the advancement of innovation.

Evaluation of students

Through the evaluation of students’ outcomes, teachers can determine the extent to which the scaling-up process is succeeding or failing. Subsequently, they can make relevant adjustments to guide the learners through any emerging challenges. In this context, the evaluation process should not be exclusively viewed as a measurement tool, but also as a means through which teachers can obtain critical feedback on any weakness in their approaches to the problem. With up-to-date information about their learners’ outcomes, teachers can have more control over the scaling-up process and avoid repetition of errors by either them or the students.

References

Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher, 32(6), 3-12.

Salmon, G. (2013). E-tivities: The key to active online learning. London: Routledge.

Shukor, N. A., Tasir, Z., Van der Meijden, H., & Harun, J. (2014). Exploring Students’ Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis. Journal of Educational Technology & Society, 17(4).

Singh, A., Mangalaraj, G., & Taneja, A. (2010). Bolstering teaching through online tools. Journal of Information Systems Education, 21(3), 299.