introductory guide

step-by-step route

assessment route

activity route

ss1 activities:

• 1.1 an overview of online learning
• 1.2 potential developments in Open Learning
• 1.3 online support tools
• assignment 1
• 1.4 online and classroom-based approaches compared
• 1.5 online and distance education compared
• 1.6. the role of the learner
• 1.7 the role of the online tutor
• 1.8 strengths and weaknesses of online learning
• 1.9 building support online
• 1.10 evaluating online learning

• Activity 1.1 - sample answer for instruction 1

ss2 activities

Candidate evaluation questionnaire

links

faq

Please note that this sample answer for Activity 1.1, instruction 1, is the view of one person and is therefore subject to that individual's personal experience and circumstances. The answer provided is by no means definitive and must be regarded as an exemplar.

Once you have checked your answers with the example given below, please submit your answers to your online forum for further discussion with your peers and facilitator.

INSTRUCTION 1

The answers provided to this part of the activity are based on the following assumptions:

• learners and tutor/facilitators have access to a web-based learning environment which provides online access to course materials, learning resources and email
• the ICT infrastructure is stable and operational.

The differences between online learning and conventional distance learning

Learner perspective

- Must be able to effectively use fairly sophisticated ICT applications and tools in an online learning situation. Lack of skill(s) in this area can often form learning barriers which do not present themselves in conventional distance learning.

- Can get in touch with each other more easily using tools such as email, chat and discussion forums.

- Conventional distance learning models often do not facilitate the development of peer support networks and often learners feel isolated.

- Access to learning materials and resources is more immediate in an online learning situation than with conventional distance learning. Distance learners often have to wait for materials and resources to be sent. This can be prohibitive to just-in-time learning.

- Can stay in contact with tutors/facilitators easily and more quickly than in conventional distance learning situations. They have more tools at there disposal, e.g. email, chat, as well as conventional communication tools, e.g. telephone, fax. In both cases, however, there is a need to establish communication ground rules and adhere to them.

- Can share resources and work on join projects more easily than conventional distance learners.

- Can enjoy access to global information. Conventional distance learners are often restricted to the information contained in their study packs or the information available from local libraries.

Tutor perspective

- Must have fairly sophisticated ICT skills before they can start providing effective support to online learners.

- In both cases, tutors/facilitators are often remote from the learners. Online tutors/ facilitators have access to a wider range of communication tools which they can use creatively to support learners. Distance learning tutors/facilitators must rely on conventional communication tools to effectively communicate with learners such as mail, telephone, fax.

- Where learners are probably very comfortable using conventional communication tools, they are not always comfortable using new technology-based tools. Tutor/facilitators must find ways of building learner confidence and encouraging them to use these new tools.

The differences between online learning and conventional classroom learning

Learner perspective

- In a classroom environment learners and tutors/facilitators are able to meet and communicate face-to-face. Online learners are usually remote from the tutor.

- Online learners must be able to effectively use fairly sophisticated ICT applications and tools to enable them to effectively communicate with their tutor and fellow learners. Classroom learners can communicate can communicate (both verbally and non- verbally) with the tutor and with each other.

- Classroom learning is:

• place dependent, while online learning is place independent
• is fixed to happen at a specific point in time (synchronous). Online learning is synchronous and asynchronous (time independent)
• the learner is required to attend at a specific time, online learning usually allows the learner to learn more flexibly.

Tutor perspective

- Online learning tends to be learner centred, whereas classroom learning tends to be tutor led.

- There is less opportunity to check a learner's understanding and progress in an online learning situation than in a classroom situation. Tutors must ensure that online learners are self-motivated and have the skills to learn independently.

- It is easy for an online learner to feel isolated and become de-motivated than in a classroom environment. Tutors must develop strategies to ensure that online learners are active, motivated learners.

The next page looks at the first of the Study Section 2 activities.

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(activity route: ss2: activity 2.1)