ELearning Interactions: A Framework for Classification

1. ELearning Interactions:A Framework for Classification Carolyn J. Starkey AIL 604 Distance Technologies March 31, 2007

2. Source • Hirumi, A. (2002). A framework for analyzing, designing, and sequencing planned eLearning interactions. Quarterly Review of Distance Education, 3(2), 141-160. Available at http://bama.ua.edu/~abenson/ail604/hirumiQRDE.pdf.

3. Article Purpose • Proposes a three-level framework for classifying eLearning interactions. • Illustrates how the framework may be used to design and sequence eLearning interactions, analyze planned interactions to reduce the need for costly revisions, and organize research on interactivity and eLearning.

4. Definitions • Interactions: Each of the events associated with an instructional strategy. • Grounded Instructional Strategies: Based on explicit learning theories and have empirical evidence to support their effectiveness under specified conditions.

5. Framework Level III Level II Level I

6. Level I:Learner-Self Interactions Level III Level II Level I

7. Level I Interactions: Learner-Self Interactions • Occur within each individual learner. • Included are cognitive operations that constitute learning and metacognitive processes that help individuals monitor and regulate their learning.

8. Level II Interactions: Learner-Human / Non-Human Interactions Level III Level II Level I

9. Level II Interactions: Learner-Human / Non-Human Interactions • Occur between the learner and other human and non-human eLearning resources. • Designed to stimulate Level I interactions. • Divided into six classes.

10. Level II Interactions: Learner-Human Interactions • Left side of framework includes Learner-Instructor Interactions, Learner-Learner Interactions, and Learner-Other Human Interactions.

11. Level II Interactions: Learner-Non-Human Interactions • Right side of framework includes Learner-Content Interactions, Learner-Interface Interactions, and Learner-Environment Interactions.

12. Level III:Learner-Instruction Interactions Level III Level II Level I

13. Level III Interactions: Learner-Instruction Interactions • Consists of a series of events (or eLearning strategy) that are necessary to achieve a set of defined objectives. • Considered a meta-level that transcend and serve to organize Level II interactions.

14. Applying the Framework Level III Level II Level I

15. Applying the Framework Three ways the framework can be utilized: • Designing and Sequencing eLearning Interactions • Analyzing Planned eLearning Interactions • Analyzing and Organizing Research

16. Implications and Tips for Online Course Design • Provides six steps for designing and sequencing eLearning interactions based on the framework. • Identify essential experiences that are necessary for learners to achieve specified goals and objectives; • Select a grounded instructional strategy (Level III interaction) based on specified objectives, learner characteristics, context, and beliefs;

17. Implications and Tips for Online Course Design • Operationalize each event, embedding experiences identified in Step 1 and describing how the selected strategy will be applied during instruction; • Define the type of Level II interaction(s) that will be used to facilitate each event and analyze the quantity and quality of planned interactions;

18. Implications and Tips for Online Course Design • Select the telecommunication tool(s) (e.g., chat, email, bulletin board system) that will be used to facilitate each event based on the nature of the interaction; • Analyze materials to determine frequency and quality of planned eLearning interactions and revise as necessary.

19. Implications and Tips for Online Course Design • Provides outlines of grounded instructional strategies for Level III Interactions. • Nine Events of Instruction • Simulation Model • Student-Centered Learning • Direct Instruction • Jurisprudential Inquiry • Experiential Learning • Inquiry Learning • Inductive Thinking • Problem-Based Learning

20. Implications and Tips for Online Course Design • By analyzing each task, we can identify instances of too few, too many, or poorly designed interactions that can result in both learner and instructor dissatisfaction, inadequate learning, and insufficient performance.

21. Reaction to Article • Overall positive reaction: I am looking at my own courses with a new eye. • The author tried to stretch the framework too far in this one article when he discussed organizing research. It would have been better to limit the paper to eLearning Interactions then publish later on the classification of research.

22. Discussion Question # 1 • “Self-regulated learners may have a substantially greater potential for success in distance education than those who have relatively poor self-regulatory skills....” (p. 144). Why?

23. Discussion Question # 2 • While the framework does not adhere to any particular learning theory (behaviorist, constructivist, etc.), the type of Level I interactions the designer chooses are important because they affect the selection of the Level III interaction and the design and sequencing of Level II interactions.

24. Discussion Question # 2 • What type of learner-self interactions would you expect to see from each of the following? • Information-Processing Theories of Learning (Atkinson and Shiffrin) • Development Constructivism (Piaget, Brunner) • Social Constructivism (Vygotsky) • Behaviorism (Skinner)