E-Learning Concepts and Techniques

Chapter 5 – Instructional Strategies for E-Learning

5.1 Instructional Strategies for Online Learning

Floretta Ekwensi, Justin Moranski and Misty Townsend-Sweet

5.1 Introduction

Effective teaching begins with effective planning. A vital part of that planning includes determining the instructional strategy to be utilized in order to deliver the instruction. By definition, instructional strategies determine the approach a teacher may take to achieve the learning objectives and are included in the pre-instructional activities, information presentation, learner activities, testing, and follow-through. The strategies are usually tied to the needs and interests of students to enhance learning and are based on many types of learning styles. Although e-learning is a relatively new field, strategies used in the traditional classroom setting can be used to create effective learning and a dynamic learning environment online. There are many types of instructional strategies that can be used in an online environment. In this chapter, we will discuss ten effective strategies, including: mentorship, forums, small group work, projects, collaborative learning, case studies, learning contracts, discussion, lecture and self-directed learning.

To Chapter Menu

Mentorship: One-on-One

Mentorship is a one-on-one learning relationship between a student and an expert in a specific topic or discipline for the purpose of supporting learning and development (Gifted Resource Center, 2006). The mentor provides ongoing support, advice, and direction to the student. The mentor can also assume multiple roles to enhance the student learning. At different times, the mentor may be a role model, advocate, sponsor, adviser, guide, developer of skills and intellect, listener, coach, challenger, facilitator, and resource provider (Galbraith, 2000).

In e-learning, mentorship is a reciprocal and collaborative learning relationship between a mentor and a student (EEOP Mentorship Program, 2006). It combines the impact of learning with the compelling human need for connection (EEOP Mentorship Program, 2006). In this age of technology, mentorship offers many benefits to e-learners. A major benefit is the convenient communication through a variety of medium including email, instant messenger, conferencing, text messaging, and more. Students and mentors can conveniently and rapidly communicate with each other through words, pictures, and other information regardless of location or schedules. In addition, it offers a variety of benefits to students with limited mobility and offers students a great deal of exposure to various technology tools, software, and a vast array of educational materials.

A Summary of Mentorship

To Chapter Menu

Forums: Varied Perspectives in an Online Environment

According to the Illinois Online Network, a forum is an open discussion carried on by one or more resource people and an entire group (Instructional Strategies for Online Courses, 2006). This instructional strategy involves the use of a moderator and an audience. While the moderator asks guiding questions and gently probes for answers, the audience raises and discusses issues, make comments, offers information, or asks questions of the resource person(s) and each other (Instructional Strategies for Online Courses, 2006). There are two different types of forums: the panel and the symposium.

A panel forum can be likened to an online conference where a set group of generally three to five speakers is convened in front of an audience to have a purposeful conversation on a particular topic (Instructional Strategies for Online Courses, 2006). This type of forum can be delivered via video conferencing, discussion board or even email (Shimabukuro, 2000). In the panel format, the moderator guides the conversation, and the approach is informal with little or no audience participation (Instructional Strategies for Online Courses, 2006).

The second type of forum, a symposium, consists of a variety of presenters convened in front of an audience to offer varying aspects of a specific topic. The format is formal, and audience questions are encouraged (Instructional Strategies for Online Courses, 2006). While generally attending a symposium involves some sort of travel and lodging, the beauty of an online symposium lies in the simplicity. Attendees can participate in various sessions from the comfort of their own homes. In fact, organizers can include such things as virtual tours of the city in which the online-symposium is based, video clips containing the bios of the presenters, virtual cafes where participants can chat, online postcards to view and send, and much more (Shimabukuro, 2000).

A Summary of Forums

To Chapter Menu

Small Group Work: The Root of Online Learning

One instructional strategy that can be very effective when used in the online learning environment is small group work. Small group work can be used in an online platform for both the corporate and educational setting. This instructional strategy is similar to what a classroom setting would create; having small groups of students working together to accomplish a task. It is just as effective when transferred to an online format. As the instructor is never physically present in an online course environment, the idea of working in a group without direct instructor supervision may not seem to be any less effective as ordinary instruction; but it is not the case. Students in a small group situated in an online learning environment have the ability to research on their own time. Through many of the programs used for online courses, Centra, for instance, text chat with private online meeting rooms are available. Groups get their own private rooms based on administrative settings. Aside from specified meeting places online, the use of instant messaging programs make online communication between group members almost instantaneous.

With group members able to express their own opinions and work in a very collaborative environment, group work can take on different scenarios. Group work can also increase the learners' ability to better organize and manage their thoughts and research. Apart from group discussion, there are also other examples of situations that can make small group work effective. One example is having the members of the group role-play. By giving the group a certain scenario to work through, it allows for the members to think on their own and in a group about how to respond to the situation given to them. This example of small group work really focuses on the group members' mental abilities and abilities to comprehend and apply their knowledge. Another example of how to use the strategy of small group work to be an effective way of instructing is through instructional games. Similar to role-playing in that games make group members think creatively and use their problem-solving skills to accomplish a task. This strengthens their decision-making skills and helps them to become more effective communicators. Games can act as simulations, with the players acting out situations that may be found in the real world. As most instructional games deal with a real-life situation, it is important that the game itself possesses a set of rules and procedures as to better explain the situation and make for a more problem-solving atmosphere. With this interaction between player and game as well as the players with each other, instructional games strengthen players' communication and critical-thinking skills. These are just a few examples that are interactive strategies for small group work.

A Summary of Small Group Work

To Chapter Menu

Projects: The Possibilities are Effective and Endless!

Along with small group work, another effective instructional strategy is through the use of projects. They can be individual or in groups, but whichever way they are assigned, they can be very useful tools for learning. The online learning environment is very different from the traditional classroom setting, and a major factor in this is the Internet. Because the Internet is an immensely vast source for information and resources, there are endless possibilities for topics for projects. As an instructor for online learning, assigning projects is a great instructional strategy. When students are assigned an individual research project, they are given the opportunity to research topics of interest that apply to each individual student. This is a very effective way to create an exciting working environment. Students will have an interest in what they are researching and writing and this strategy provides them with the experience of working through the process, beginning to end, of creating a sound document.

Projects in a group atmosphere also are effective to create a dynamic learning environment. When individual projects are completed, the instructor has the option to keep them private, without sharing them with the rest of the class. However, a more effective strategy would be to have the instructor, or even the students themselves, share the results of their research with the other members of the class. This provides feedback not just from the instructor, but also from their peers in the class. This benefits each class member in that they are provided with honest feedback that will aid them in future projects. Also, feedback from the class is from numerous people with different points of view, which gives students a wider range of feedback than what the instructor could provide. This style of feedback is appropriate for group projects as well. Group projects are similar to small group work, though group projects are focused more on tasks. Students learn to collaborate together and share their own distinct views to work out a common solution to create a fluid project. Group projects can include case studies and simulations and are not just held to the traditional research style project.

A Summary of Projects

To Chapter Menu

Collaborative Learning: Guaranteed Interaction

This particular instructional strategy is a very common strategy when creating a dynamic online learning environment. This strategy involves the interaction between two or more students. The most effective way to implement collaborative learning is to create groups of students with different skill set levels. By creating these groups that combine different ability levels, students learn from their peers. Peer-to-peer learning is a more informal style of learning, but that does not mean it is not effective. In fact, collaboration as an informal learning tool is very helpful. Students can assist their peers by putting the new information in perspective for the learner; the information is conveyed in a way that the learner can relate to it and remember it. This instructional strategy is very useful in the online environment as collaborative learning methods are now used on over a third of higher education courses (Instructional Strategies for Online Courses, 2006). It is through collaborative learning that students learn to work well in a group environment, and where students also enhance their communication and critical-thinking skills. Collaboration involves interaction, but not all online learning interaction is two-way. The relationships formed in a collaborative learning environment are very important to not only group dynamics and morale, but also, they decide the progress and quality of the work. Students with a strong skill set and a strong knowledge background can very much decide how the group works. If they choose to truly collaborate, and share their skills with those members who need assistance, then the true spirit of collaborative learning is revealed and the group is successful. On the other hand, if those students with stronger abilities choose to not help others and force those members to figure out questions on their own, the group is affected and so is the quality of work. The interaction for this online instructional strategy is what decides its effectiveness. Collaboration, however, is not always in a group setting. Online tutorials, for instance, are a method of collaboration that involves a one way information flow, where an instructor explains it, but the learner cannot interact with the instructor.

A Summary of Collaborative Learning

To Chapter Menu

Case Study: A Good Source for Practice

This particular instructional strategy involves the learners' past experiences and what comes from the case study involves the learners' future. The effectiveness of this instructional strategy is accomplished through an appropriate situation in which a problem relates to both the interests and experience levels of the involved students, not to mention the concepts in which the case study is related to. When using case studies as a very effective way to create a dynamic learning environment, it is important for learners to have access to the problem they are studying but not to the solution until the learners have reached their own conclusions. Once this happens, they should then compare their own results with that of the actual decision used to solve the problem in the study. Just as previous instructional strategies involved with either individual or group work, case studies strengthen practical thinking. With that, case studies allow students to study those specific examples and apply that knowledge to new, though relatable, situations. Discussion sessions can be accomplished in the online learning environment through Centra and other online collaboration applications as a means to share information so students can later apply this new knowledge. This interaction can also be presented by groups to the rest of the class and discussed through email or, again, online conferencing. The Internet is very useful when working with case studies; not just research, but also for information and advice for further case studies and development.

A Summary of Case Studies

To Chapter Menu

Learning Contracts: The Art of Negotiation

Learning contracts can be a very effective tool in an e-learning environment. A learning contract is an agreement between the learner and the instructor that details the learning objective, as well as how that objective will be met (Instructional Strategies for Online Courses, 2006). While the objective is usually provided by the instructor, the student is responsible for writing and carrying out the actual content of the contract (What are Learning Contracts?, 2004). The final document, however, can ultimately be negotiated by both parties in order to provide a meaningful learning experience that meets the expectations of the instructor.

There are many benefits to utilizing learning contracts in the online learning environment. First, a learning contract provides the opportunity for a diverse population with varying instructional needs. While the objective across an entire class of students may be consistent, the paths to achieving that goal can be as unique as the students themselves (Instructional Strategies for Online Courses, 2006). The student can decide upon the pace of the instruction, as well as the most interesting way to achieve the instructor's objective (What are Learning Contracts?, 2004). For this reason, this instructional strategy is particularly motivating. Additionally, the learning contract demands, by its very nature, increased accountability. Since students are creating self-imposed guidelines, they are then clear from the start about each of the expectations set forth in the contract (Instructional Strategies for Online Courses, 2006). Clear expectations are vital to the success of any student, making a learning contract an important tool.

According to the University of Colorado at Denver, there are eight steps necessary to complete an effective learning contract (The Learning Contract, 1998). The first step is to establish the learning needs—what the student knows vs. what the student needs to know. This step is usually done in collaboration between the teacher and student. In step two, the learning objectives are defined. Again, this step is one that is best done under the direct supervision of the instructor. Once on to step three, the resources and strategies for learning are delineated. This can be completed by the student alone. Step four asks that the evidence for accomplishment be detailed—again by the student. The next step, step five, requires a rubric be set up in order to assess the evidence. A rubric can be as simple as a number of statements about how the work will be evaluated. Step six asks the learner to go over the contract with the instructor in order to negotiate any points of contention. Steps seven and eight actually take place after the contract is written: step seven requires the learner to carry out the instructions in the learning contract, while step eight requires an evaluation of the learning that took place.

There are literally hundreds of online resources, including examples of learning contracts, available. While each may take a slightly different approach, all agree that the learning contract strategy is one that is highly successful, allowing for the development of student responsibility in the learning process.

A Summary of Learning Contracts

To Chapter Menu

Discussion: Talk is Cheap—And Effective!

Utilizing discussion as an instructional strategy in an online environment is sure to appeal to many adult learners. In fact, discussion is the most favored of all instructional strategies because it is interactive and encourages active, participatory learning. (Instructional Strategies for Online Course, 2006). The onus for success in the discussion model can also be formatted to share the responsibility for the instruction and learning equally between teacher and student.

The varied options when using discussion in an e-learning situation are exciting and diverse. Discussion boards are certainly the most popular, though other options include listservs and online text conferencing, depending upon the technical knowledge of the students. Synchronous text chat is also widely used, as is video conferencing. Regardless of the format, however, one thing is certain: student participation will be necessary to make it work.

Since learners are often isolated in an online learning environment, the opportunity for discussion, in any forms, will facilitate a feeling of belonging to a group, which is often a key for success in education (Herring, 2002). Discussions, dependent upon the format, will also appeal to a wide variety of learning styles. The auditory learner will benefit from the synchronous options, while visual learner will take a great deal away from an asynchronous discussion mode. Additionally, students are given the opportunity to learn from one another instead of relying solely upon the instructor.

Dr. Mary Herring, Hawkeye Community College, insists that using discussion in an online learning situation is extremely important. Herring states that the discussion model builds in interactivity. In a traditional classroom, students often interact with only one or two classmates. In an online setting, however, the opportunity to interact with literally dozens of learners is feasible (Herring, 2002).

Authors Brookfield and Preskill, in their book Discussion as a Way of Teaching, suggest that there are further benefits to utilizing the discussion model. The book suggests that discussion provides the participants the chance to see and experience differing perspectives; increases participant ability to recognize and investigate preconceived notions; and strengthens the participant's connection to the topic (Brookfield and Preskill, 1999).

Finally, the Worchester Polytechnic Institute's Teaching With Technology website offers the following reasons to incorporate discussion as an instructional strategy. Not only does it offer greater cognitive learning, it also gives students a great sense of empowerment, as well as a sense of equality in the classroom (Improving the Use of Discussion, 2005).

A Summary of Discussion

To Chapter Menu

Lecture: Sage on the Stage

The lecture strategy for instruction is the model that, in direct contrast to the discussion model, requires the most of the instructor in an e-learning setting. This strategy assumes the instructor to be the subject matter expert (SME) who lays the foundation for students. Says Carolyn Hardy, Lectures provide a basis of subject knowledge on which other knowledge, such as declarative, procedural, and conditional knowledge can be built (2002). That might not be as easy as it sounds, however, as a good lecturer must know how to differentiate the lecture materials to meet the individual needs of the students (Instructional Strategies for Online Courses, 2006).

Lectures can take many forms in a virtual environment. A complete set of lecture notes can be presented as a web page or offered as a PDF or Microsoft Word file that can be played directly from the source or offered to the learner as a download. Lectures may also be recorded and offered in a Podcast format, as a PowerPoint presentation or even a flash file. By adding graphics, animation, sound, etc., the lecture can be made into a multi-media presentation, or even presented in streaming video, in an effort to stimulate the learner and appeal to varying styles of learning. Pitt and Clark, University of Denver, contend that any lecture, however, should be contained to a twenty minute maximum: just enough time to provide information that will serve as a basis for further student research (2001).

While lecture may be one of the most often employed of the instructional strategies, especially at an adult level, it is important to note that in the online setting, lecture is more effective when combined with other methods of instruction (Instructional Strategies for Online Courses, 2006). In fact, recent instructional research notes that while lectures are standard fare, best practices should be more student-centered and participatory—something not necessarily afforded in a lecture format (50 Cool Things, 2006).

A Summary of Lectures

To Chapter Menu

Self-Directed Learning: Guide on the Side

Self-directed learning is defined as learning initiated and directed by the learner (that) can include self-paced, independent, and individualized learning as well as self-instruction (Instructional Strategies for Online Courses, 2006). This strategy can be very effective, as it forces the learner to take the initiative, resulting in a more active learning process, thereby facilitating a deeper understanding of the material (Knowles, as referenced by Clark, 2001).

E-learning, by its very nature, is a great forum in which self-directed learning can occur. Asynchronous classes which offer guidelines for learners can then allow those learners to work at their own pace, in their own environment, utilizing resources often found through self-guided research. Students can work independently, visiting virtual libraries, museums and even access newspapers and the latest research from the comfort of their own homes (Clark, 2001).

An online environment such as BlackBoard offers a number of opportunities for self-directed learning (Self Directed Learning, 2002). Students can utilize the Personal Calendar as a way to organize tasks; peruse the Course Map to locate courses and activities; engage in instructor-lead assignments which require independent research; or use the External Links to find additional resources. Environments such as WebCT also offer additional options for self-directed learning such as bookmarks which allow the student to review target points in the material for further exploration or develop individual research plans using the Image Database or Reference section of the tool (Self Directed Learning, 2002).

This instructional strategy may be the way of the future in online learning. McCormack and Jones contend that the trend in web-based classrooms is away from the student as a passive recipient of knowledge toward the student involved in the learning process as an active, self-directed participant (as referenced by Matthew, 2000). With that in mind, instructors need to begin to search for ways to motivate learners to engage in self-directed learning.

A Summary of Self-Directed Learning

To Chapter Menu

5.1 Conclusion

In conclusion, while there are dozens of instructional strategies that can be utilized in an online classroom, it is the instructor who must decide the most appropriate method of delivery. That decision must be based upon the information to be imparted, the learners themselves, and the availability of technology. It is important for all those involved in the e-learning process, however, to remember the following:

Without appropriate pedagogy, use of high capacity communication services cannot provide significant improvements in learning outcomes. In general, it is the pedagogy that provides for learning, not the technology of the software alone. James Carr, PhD., the University of Newcastle upon Tyne

To Chapter Menu

5.1 References

To Chapter Menu

5.2 Mentorship in Self-Directed E-Learning

Floretta Ekwensi

5.2 Overview

I became interested in this topic after I researched it for the e-book project for my E-learning Concepts class. What struck me was that I was already using this style of teaching without fully realizing what it was. I developed a mentorship self-directed e-learning training method to collaborate with my students while giving me the flexibility of working with no time commitments. I found that it worked well for the students because they received targeted and focused mentor-facilitated training at their own pace and convenience. Over the years I have found mentoring to be a successful teaching strategy in self-directed e-learning. Students are perplexed by what they learn and at the same time, they enjoy the satisfaction of knowing that they did it by themselves. This article discusses the role of mentorship in self-directed e-learning environments.

To Chapter Menu

5.2 Introduction

Mentorship is a relationship between a student and a teacher for the purpose of learning and self-development. Self-directed learners are usually learners who are provided with instructional materials and who work at their own pace to learn the materials and achieve the objectives for the course. To become a successful self-directed e-learner, the learner must accept responsibility for majority of their learning. This involves setting their own time schedules, developing the right study habits and discipline necessary for accomplishing the tasks. Mentorship works well in self-directed learning because the teacher assumes the role of a mentor while the student assumes the role of a mentee.

This unique relationship allows the mentor (teacher) to facilitate the student's (mentee's) work without encroaching on their space.

Note: Mentor and Teacher, Mentee and student are used interchangeably in this article.

To Chapter Menu

The Mentorship Relationship

In a mentorship based self-directed e-learning, the teacher is made available to the student for support, work review, and direction. The uniqueness of this relationship is further enhanced through the mentor's ability to take on multiple interchanging roles. For example, the mentor can act as a skills builder. As a skills builder, the mentor can help the student or mentee build on their existing skills by applying what they already know to the course. A good example is a programmer who is trained in C++, trying to learn JavaScript. A mentor can help the programmer apply the same concepts learned in C++ to JavaScript. A mentor can also act as a challenger and resource provider by helping the student or mentee locate useful resources and challenging them to push their knowledge and skill set to a higher level. A mentor can also assume other vital roles such as a facilitator or an evaluator. Regardless of the role the mentor assumes, the vital task is to build the knowledge of the student while the allowing them the freedom and convenience of working at their individual pace.

To Chapter Menu

Roles Must Be Clearly Defined

A vital key to successfully utilizing a mentorship relationship in a self-directed learning atmosphere is understanding the nature of the relationship. A mentor relationship is usually a reciprocal relationship. The term reciprocal implies that it is a give and take relationship. For example, I teach HTML lessons online through self-directed mentorship learning. In my role as the mentor, I expect to guide and facilitate my students in their learning experience. I can provide guidance to students when I have seen some evidence of effort on their part otherwise, I assume the role of a resource provider and tell the student where to locate the resources needed to build the skill set. The key here is that mentors and mentee must clearly understand their roles and assume the proper responsibilities so that they do not interfere with each others roles.

To Chapter Menu

Technology-Enhanced Mentorship Relationship

The exciting thing about mentorship in self-directed e-learning is the vast amount of technology tools available to encourage collaboration and communication between the mentor and mentee. These tools make it easy for the mentor and mentee to stay in touch almost instantaneously eliminating the isolation that was previously attributed to this mode of learning. Some of these tools include email, text messaging, instant messaging, course management systems, online grading, course websites and more. To appreciate these technologies it is necessary to recall how they were done before they were enabled by technology.

In the past, there were the correspondence schools were self-directed learners only communicated with their instructors via snail mail. This often led to high drop out rates and loss of interest by the student. Today, students can receive guidance within minutes via email, receive instantaneous responses via instant messaging, access their course materials through course management tools such as blackboard or course website, and even send text messages directly from the mobile phone to their mentors. A big advantage of technology enhanced mentorship that must not be overlooked is the course materials themselves.

In the past, course materials were printed and mailed to the students. Today, course materials are posted on course websites this makes it easy for the materials to be updated. In addition, it ensures that students are also receiving the latest and most up-to-date materials. Another advantage of technology enhanced mentorship in self-directed e-learning is the ability for students to instantaneously view their grades. Grades are posted electronically and students can easily monitor their progress throughout the course.

One cannot overlook the global benefits as well. Students from all over the world with access to the Internet can participant in this learning method. Technology-enhanced mentorship actually offers a cost benefit to both the mentor and mentee because it eliminates postage costs and time spent waiting to receive materials.

To Chapter Menu

Successful Mentorship Strategies in E-Learning

In my eight years of training as a mentor for self-directed e-learning, I have found a number of successful strategies that work for mentors and mentees. These strategies should be clearly defined and stated while developing the course plan. They should also be visible through out the course.

Have a published description of your self-directed learning.

This is especially important because it sets the expectations from the start. Students know what to expect and how the course is run. This published description should be made available to all prospective students on the school website as well as the course website. In some schools, students are made to acknowledge through an electronic signature that they have clearly read and understood the way the school defines e-learning and the way the mentor engages the student. The description should include the student's responsibilities and the mentor's role in the student's learning. It should also provide the student with the collaboration and communication options with the expectation that the mentor is available for the student.

Set a ball park expectation for students to complete their assignments.

Although a key benefit of self-directed e-learning is the convenience of working at an individual pace, mentors should have a ball park estimate of when to receive assignments. Students should not be encouraged to completely relax with their school work. Part of self-directed learning is the fact that the student becomes responsible for their learning. Part of this learning is maintaining a good study habit. In many schools, students are allowed a generous amount of time to complete their work, however there is a deadline. This deadline can be extended when the student files a course extension request. When ballpark expectations are set for students it helps them maintain an active study status rather than a passive one.

Clearly communication the course objectives and goals.

For each course there should be set objectives that students must master. It is very important to clearly communication these objectives and goals to students. Clarity is a key thing in self-directed e-learning, otherwise, students blindly walk through the course. Some schools actually have students use a check list to ensure that they have met all the required course objectives for each lesson. Homework assignments should tie into course objectives and the overall course goal.

Give a clear and extensive description of the course projects.

A key success factor in e-learning is clear direction on projects. Because students work on their own, it is very important that they are provided with clear description on projects. The description should include the goal of the project and the project expectations. In some cases, I have seen teachers ensure that step-by-step guidelines are provided. By providing step-by-step guidelines, students are able to focus on the task at hand rather than spending most of their time trying to understand the project.

Have mentors commit to a reasonable response time.

Another key success strategy in e-learning is response time. In this regard, response time is the time it takes a mentor to response to a student. Mentors should commit to a quick response time so that students are motivated to move on with the course.

Provide extensive feedback on projects and homework.

Extensive feedback is very vital in mentorship based e-learning. Extensive feedback allows the students to clearly identify where they have gone wrong, locate the areas of improvement. A good example I have seen at Bloomsburg University is with Dr. Byers classes. Dr. Byers, provides clearly written set guidelines for each project she assigns students, with key areas of focus. She then evaluates each project extensively based on the set guideline and provides extensive feedback within a reasonable time frame. This example is vital for self-directed e-learners since they are not in a traditional classroom environment with face-to-face interaction with the teacher.

To Chapter Menu

5.2 Summary

There is no doubt that these are exciting times for e-learners. Mentorship in self-directed e-learning has come a long way over the years. It has enhanced e-learning and eliminated most of the barriers, problems, and obstacles that previously existed with distance learners.

With technology, it has even become more exciting to be a self-directed e-learner – the isolation process is eliminated with mentors and further enhanced with technology. I have personally seen mentorship in self-directed e-learning work over and over again. When mentoring is utilized in self-directed e-learning with the successes strategies, it both energizes and motivates students and drives them to becoming high performers.

To Chapter Menu

5.2 Resources

To Chapter Menu

5.3 E-Learning and Cognitive Disabilities

Kimberly A. Stoudt

Individuals with cognitive disabilities represent the largest single disability group worldwide. There are 4 times more individuals with cognitive disabilities than there are individuals who are blind (Rowland, 2004). So why is the web development community struggling to define guidelines that may be applied to content for cognitively disabled students? Could the answer lie in the complexity of the cognitive disability realm and the developers' inability to know exactly what the students need? We know when someone is blind they cannot see the material, or a deaf person cannot hear. However, we do not understand how to present accessible material in a manner to improve perception and processing limitations, short-term memory loss, attention deficit, and poor problem solving skills.

Assistive e-learning technologies may be educationally supportive for cognitively disabled students, but only if the student has adapted to the necessary skills to be successful in an e-learning environment. As educators and instructional designers, how can we plan our curricula to assure that cognitively disabled students are successful in e-learning environments? We need to consider what impact these technologies will have on accessibility of content.

Many assistive technologies are available to afford academic success for cognitively disabled students; however, these technologies offer relief only in asynchronous environments. As students progress through educational systems, there will come a time when they are exposed to synchronous learning environments. This situation raises particular concern to accessibility issues for cognitively disabled students. Accessibility is segued from assistive technologies to the basic inability to keep up with other students. What can be offered to reduce accessibility issues, intellectual obstruction and psychosocial repercussion for these students?

Collaborative learning, in particular, has been established as a common delivery strategy to encourage social negotiation. However, when dealing with students with dyslexia, the implementation of online collaborative learning raises problems far beyond those of accessibility and web design (Woodfine, 2005).

Any collaborative approaches that depend on test based synchronous activities present problems to students who find it hard to express themselves in writing, who have difficulties with reading, and who have problems with short term memory (Woodfine, 2005).

To Chapter Menu

Where and what are the answers to this ever growing problem?

A continuous and strong message must be put to e-learning educators, designers, developers and students that this is a serious issue, but one that can be overcome.

In synchronous e-learning environments students must be able to follow content presentation and collaboration. Every attempt must be made to present material in a sequential manner and allow cognitively disabled students adequate time to comprehend and respond to concepts, chat and questions. Cognitively disabled students may need more time to grasp information and participation must be assured without fear of embarrassment or leaving the student feeling left out of the class. Whenever possible, classroom activity should be recorded for students to review at their individual pace.

Several, recommendations provided by Bohman (2004) include:

  1. Keep content and design simple. Don't presume all students have similar language skills.
  2. Design material as multi-modal, illustrating with graphics, charts and animations, etc.
  3. Focus attention on students. A) Use softer colors rather than sharp contrasts. B) Limit types of fonts, eliminating ALL CAPS or italics.
  4. Avoid background sounds that distract the student from course content.
  5. Focus on content, attempting to keep important issues in the first sentence of each paragraph. Organize content into groups or chunks using headings, bulleted lists and other visually organized structures (Bohman, 2004).

This is a very limited compilation of the recommendations in Mr. Bohman's article, but it is a beginning of a journey to help cognitively disabled students enjoy the same learning opportunities as non disabled students. As it is succinctly stated, Bohman (2004), We still know too little, and we do even less (Bohman, 2004).

To Chapter Menu

5.3 References

To Chapter Menu

Creative Commons License 
This work is licensed under a Creative Commons License .

Contact Information

  • Pamela Berman
  • 2221 McCormick Center
  • Bloomsburg PA 17815-1301
  • USA
  • pberman@bloomu.edu

Last updated October 13, 2006

Graphics by David Cerreta