Conceptualization of an ideal online learning experience (academic)

Author: Hossam Serageldin Dec 2021

1.1. Abstract:

This article draws a holistic conceptualization of an ideal online learning experience (OLX); with reflections on adult learning. It highlights the core challenges of most OLXs as well as their potentials. Moreover, it introduces a framework of 16 guiding principles to design an ‘ideal’ OLX and overcome its common challenges. Evidence from credible resources, peer-reviewed studies and my dissertation -will get published- were used for the current essay, conceptualizing ideal OLX.

1.2. A holistic vision of the ideal online learning experience:

Despite the debates about defining online learning, inclusively, it is a learning experience through utilizing technology (Moore, et.al, 2011). Online learning could fall within a spectrum of live video sessions and interactive online platforms (e.g., websites and apps) or blended. It is all about choosing what best serves the whole learning experience and its objectives. So, what indicates an ideal OLX?

Wearing a business hat, an ideal OLX would have the highest retention rate and the highest number of students enrolled. Although they are valid indicators for ideal OLX, the educational perspective is more learner-oriented than business-oriented. It is, however, more challenging to be assessed. An ideal OLX would add a meaningful change to the learners’ practices and positively impact both their personal and professional growth. It widens the learners' possibilities to reach their full potential, cognitively, socially and physically; That eventually contribute to better decisions and better life. Going beyond the norm, an ideal OLX would also prepare learners to become more adaptable individuals to education and market change. Now, the question is how is this achievable, online?

To achieve this vision, ideally, an OLX should be composed of theory and practice; including how learners -adults- learn, what are their needs and organisation needs, where is the market gap, the choice and scope of content, online learning challenges and potentials, technology as a powerful assessment tool; With the emphasis on the methods and tools that contribute to a learning experience characterized as deep, interactive, sociable, engaging, memorable and implementable in real life! Equally important is self-directed and autonomous to reach ideal transformability and sustainability in the long term. All of these elements in alignment with the right choice of learning objectives contribute to an ideal online learning experience.

1.3. How to design an ideal OLX: Practical framework

A framework of twenty guiding principles (My dissertation, 2020; Barber and Maboudian, 2020; Forrest III, 2006; Holton, et.al, 2008; Redmond, et.al, 2018; Miller, et.al, 2018) is highly encouraged to be accommodated throughout the OLX process to achieve an effective, measurable, implementable, and transformational OLX with emphasis on:

• • Using innovative pedagogies such as gamification and game-based learning to help ensure maximum learners’ engagement.

  • Accommodating OLX stakeholders’ needs, the leaners’ needs, market needs and organizations’ needs to close the gap as Knowledge Officer does.

  • Creating a sense of learning community through collaborative learning to compensate for the lack of in-person interaction in online learning.

  • Promoting elements of experiential learning approaches through EXPERIENCE, DOING and REFLECTION. In adults learning, it is evident that ‘experience’ is their key valuable resource of knowledge and skills (Barber and Maboudian, 2020).

  • Utilizing advanced technology as a powerful assessment tool to track and analyse learners’ performance and growth. Further, to reach more personalized learning.

1.3.1. Guiding Principles for ideal OLX

The 16 guiding principles for ideal OLX with a focus on adult learning are categorized into three key stages (with no linear or hierarchical order) as follows: The OLX a) Design before the OLX, b) Environment during the OLX, and c) Transformability following the OLX (Fig.1).

a. The OLX design (before the OLX)

• • Stakeholders’ needs: The OLX should accommodate learners’ needs, market needs and organization needs; by conducting learners’ needs analysis with different instruments (e.g., surveys, interviews).

  • Learning objectives: Set learning objectives aligned with stakeholders’ needs, relevant to the context/market, achievable within the time frame and implementable in the real world.

  • Content choice and scope: Specific content rather than general that combines theory and practice.

  • Learners’ readiness: Consider and examine learners’ readiness to the targeted content and the used technology.

  • User experience: Friendly user experience process and design with a simple content presentation for less distraction and more clarity.

  • Assessment and evaluation: The OLX process, content, and objectives should be designed in a way that accommodates different measurable assessment and evaluation instruments

b. The OLX environment (during the OLX)

• • Gamified: Utilizing innovative pedagogies are essential for learners’ engagement and interactivity (gamification).

  • Experiential: Involve elements of doing and reflection for learners to implement and reflect on their learning.

  • Collaborative: Embrace the sense of learning community through a collaborative environment and collegiality between all stakeholders.

  • Group number: Online learning requires a conscious choice of students’ numbers (recommended range 5-10 depends on age group). This would influence the learners’ engagement and their sense of community.

  • Conducted by an expert: only experts should conduct the OLX.

  • OLX setting and logistics: Consider the suitability of the timelines for learners, organize an online hub for resources to decrease distractions, use high-quality recording tools, etc.

  • Learners’ wellbeing: Provide a healthy, safe, respectful and flexible learning environment.

As engagement is vital in OLX, Redmond, et.al (2018) developed an online engagement framework for adults consist 24 indicators to reach maximum learners’ engagement.

c. The OLX transformability (following the OLX)

• • Autonomy: Foster self-directed learning in the OLX as a lifelong learning strategy to help learners develop independence to direct their development.

  • Mentoring and Coaching: Provide consistent short-term coaching and long-term mentoring as they are fundamentals for a sustainable and transformational learning experience.

  • Assessment and evaluation: Use technology as a powerful assessment and analysis tool along with various assessment instruments (formative and summative) to assess learners' performance. Despite its privacy issues, technology provides effective tracking of learners’ learning and behaviour.

1.4. Conclusion:

An ideal OLX should add a meaningful change to the learners’ practices and positively impact both their personal and professional growth. This could be achieved by focusing on the OLX design process using innovative pedagogies; the OLX environment with emphasis on creating a sense of community; and the OLX transformability utilizing technology as a powerful assessment tool for more personalized learning.

1.5. References

Abdullaev, Z., Kendjaeva, D. and Xikmatullaev, S., 2019, November. Innovative approach of distance learning in the form of online courses. In 2019 International Conference on Information Science and Communications Technologies (ICISCT) (pp. 1-3). IEEE.

Barber, C. R., McCollum, J. K., & Maboudian, W. L. (2020). The New Roadmap for Creating Online Courses: An Interactive Workbook. Cambridge University Press.

Forrest III, S. P. and Peterson, T. O. (2006) ‘It’s Called Andragogy’, Management Learning, 5(1), pp. 113–122. doi: 10.5465/AMLE.2006.20388390

Holton, E. F., Swanson, R. A. and Naquin, S. S. (2008) ‘Andragogy in Practice: Clarifying the Andragogical Model of Adult Learning’, Performance Improvement Quarterly, 14(1), pp. 118– 143. doi: 10.1111/j.1937-8327.2001.tb00204.x.

Miller, J.P., Nigh, K., Binder, M.J., Novak, B. and Crowell, S. eds. (2018). International handbook of holistic education. Routledge.

Moore, J.L., Dickson-Deane, C. and Galyen, K., 2011. e-Learning, online learning, and distance learning environments: Are they the same?. The Internet and Higher Education, 14(2), pp.129- 135.

Redmond, P., Abawi, L.A., Brown, A., Henderson, R. and Heffernan, A., 2018. An online engagement framework for higher education. Online learning, 22(1), pp.183-204.