Theory and Practice
of Online Learning
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Editors: Terry Anderson &
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Theory and Practice
of Online Learning
Editors:
Terry Anderson &
Fathi Elloumi
cde.athabascau.ca/online_book
Athabasca University
C O N T E N T S
Contributing Authors / i
Foreword / ix
Dominique Abrioux
Introduction / xiii
Terry Anderson & Fathi Elloumi
1
Foundations of Educational Theory
for Online Learning / 3
Mohamed Ally
2
Toward a Theory of Online Learning / 33
Terry Anderson
3
Value Chain Analysis: A Strategic
Approach to Online Learning / 61
Fathi Elloumi
4
Developing an Infrastructure
for Online Learning / 97
Alan Davis
5
Technologies of Online Learning
(e-Learning) / 115
Rory McGreal & Michael Elliott
6
Media Characteristics and
Online Learning Technology / 137
Patrick J. Fahy
Part 1 – Role and
Function of Theory in
Online Education
Development and
Delivery
Part 2 – Infrastructure
and Support for Content
Development
7
The Development of Online Courses / 175
Dean Caplan
8
Developing Team Skills and Accomplishing
Team Projects Online / 195
Deborah C. Hurst & Janice Thomas
9
Copyright Issues in Online Courses:
A Moment in Time / 241
Lori-Ann Claerhout
10
Value Added—The Editor in Design and
Development of Online Courses / 259
Jan Thiessen & Vince Ambrock
11
Teaching in an Online Learning
Context / 271
Terry Anderson
12
Call Centers in Distance Education / 295
Andrew Woudstra, Colleen Huber,
& Kerri Michalczuk
13
Supporting Asynchronous Discussions
among Online Learners / 319
Joram Ngwenya, David Annand
& Eric Wang
14
Library Support for Online
Learners: e-Resources, e-Services,
and the Human Factors / 349
Kay Johnson, Houda Trabelsi, & Tony Tin
15
Supporting the Online Learner / 367
Judith A. Hughes
16
The Quality Dilemma in Online
Education / 385
Nancy K. Parker
Part 3 – Design and
Development of Online
Courses
Part 4 – Delivery,
Quality Control, and
Student Support of
Online Courses
8
C O N T R I B U T I N G
A U T H O R S
Mohamed Ally, Ph.D., is an Associate Professor in the Centre for
Distance Education at Athabasca University. He teaches courses in
distance education and is involved with research on improving
design, development, delivery, and support in distance education.
Vincent Ambrock works as a Multimedia Instructional Design
Editor in the Athabasca University School of Business. He holds a
Bachelor of Arts (Honours) degree from the University of Alberta
and has worked extensively as an editor and writer on an array of
electronic and print-based publishing projects.
Terry Anderson, Ph.D. (
[email protected]), is a professor and
Canada Research Chair in Distance Education at Athabasca
University, Canada’s Open University. He has published widely in the
area of distance education and educational technology and has
recently co-authored two new books: Anderson and Kanuka, (2002),
eResearch: Methods, Issues and Strategies; and Garrison and
Anderson, (2002), Online Learning in the 21st Century: A Framework for Research and Practice.
David Annand, Ed.D., M.B.A., C.A., is the Director of the School
of Business at Athabasca University. His research interests include
the educational applications of computer-based instruction and
computer-mediated communications to distance learning, and the
effects of online learning on the organization of distance-based
universities.
Dean Caplan is an instructional designer at Bow Valley College in
Calgary, Alberta, with a special interest in the design, development,
usability, and usage of multimedia in computer-mediated communications. He was, until 2002, employed as an instructional designer
at Athabasca University. Mr. Caplan recently designed and oversaw
development of a Web-based course helping older adults learn to
use the Internet.
i
Lori-Ann Claerhout (
[email protected].), is Copyright
Officer in Educational Media Development at Athabasca University.
She holds a Bachelor of Arts (English) degree from the University of
Calgary, and is currently working toward a Master of Arts
(Humanities Computing and English) degree from the University of
Alberta. Lori-Ann has been active in organizing other copyright
professionals from western and central Canada.
Alan Davis, Ph.D., was Vice-President, Academic, at Athabasca
University from 1996 to 2003, and before that he directed programs
at the BC Open University. His original discipline was Chemistry,
and he received his doctorate from Simon Fraser University in 1980.
He has special interests learning assessment and accreditation, the
management of e-learning, and virtual university consortia. Dr.
Davis is now Vice-President, Academic, at Niagra College.
Fathi Elloumi, Ph.D. (
[email protected]), is an associate
professor of Managerial Accounting at Athabasca University. His
research focuses on corporate governance, and covers all aspects of
effective governance practices. He is also interested in the strategic
and managerial aspects of online learning research from two
perspectives. The first perspective deals with the strategic decisions
of online learning, trying to use the value chain, balanced scorecard,
and performance dashboard frameworks to optimize online
learning decision initiatives and tie them to organizational vision.
The second perspective deals with the operational aspects of online
learning and mainly focuses on the internal processes of the online
learning institution. Subjects such as strategic costing, value chain
analysis, process re-engineering, activity-based management,
continuous improvement, value engineering, and quality control are
the focus of his research program related to online learning.
Patrick J. Fahy, Ph.D. (
[email protected]), is an associate
professor in the Centre for Distance Education (CDE), Athabasca
University. His career has included high school and adult education
teaching, and research from basic literacy to graduate levels, private
sector management and training experience, and private consulting.
Currently, in addition to developing and teaching educational
technology courses in the Master of Distance Education (MDE)
ii
program, Pat coordinates the MDE’s Advanced Graduate Diploma
in Distance Education (Technology) program and the CDE’s annual
Distance Education Technology Symposium. He is Past-President of
the Alberta Distance Education and Training Association (ADETA).
His current research interests include measures of efficiency in
online and technology-based training, and interaction analysis in
online conferencing.
Colleen Huber has worked at Athabasca University since 1994,
when she was the first facilitator in the Call Centre. Since then, she
has moved to the position of Learning Systems Manager where she
is responsible for the systems used to deliver courses and manage
information within the School of Business at Athabasca University.
Now that these systems are available, Colleen spends a great deal of
time presenting them to the Athabasca University community and
running workshops to train staff on their use, as well as presenting
papers and workshops to other educational communities.
Dr. Judith Hughes, Ph.D. (
[email protected]), Vice-President,
Academic, first came to Athabasca University in 1985, when the
University was moved from Edmonton, Alberta, to the town of
Athabasca, 120 km north of Edmonton. Judith’s history is rooted
in adult education, in teaching and research, as well as
administrative positions. She has lived in a variety of places in
Canada, having completed her bachelor’s degree at Carleton
University (Ottawa), her master’s degree at Queen’s University
(Kingston), and her Ph.D. at University of Alberta (Emonton).
At Athabasca University, Dr. Hughes oversees all graduate and
undergraduate academic units within the University, including
academic centres, library, educational media development,
counseling and advising, and other student support units. She
previously served as Vice-President, Students Services, at Athabasca
University for seven years, overseeing the development of student
support resources on the Web.
Dr. Hughes also served as Vice-President, External Relations for
a brief period, when she was responsible for executive communications outside the University, international collaborations,
university development, fundraising, corporate partnerships, etc.
iii
Dr. Hughes’s research interests include the school-to-work nexus,
in which she conducted research at Queen’s University in the 1980s;
access to university education, in which she first undertook research
at the University of Alberta, and in which she continues to work at
Athabasca University; intellectual honesty as institutional culture, in
which she is now working at Athabasca University; and the use of
technology in addressing equality of access to university education,
in which she is conducting research with partners from institutions
such as Indira Gandhi University and the University of the Arctic.
Deborah C. Hurst, Ph.D. (
[email protected]), is an
Associate Professor with the Centre for Innovative Management,
Athabasca University in Alberta, Canada. Her area of specialization
is the study of cultural organization change, with an interest in
knowledge work and development of intellectual capital through
on-going competency development and virtual learning. Her work
is a balance of applied and academic research that draws from a
diverse background in her pursuit of this specialization. Her current
research program is concerned the experiences of contingent
knowledge workers, the development, retention and valuation of
intellectual capital, the use of virtual learning environments to
enhance intellectual capital, transmission and alignment of cultural
values, and the de-institutionalization of the psychological
employment contract. For more information regarding Deborah’s
work or background check the Athabasca University Centre for
Innovative Management Web site.
Kay Johnson (
[email protected]), is Head, Reference and
Circulation Services at the Athabasca University Library. Kay
received her Bachelor of Arts (Honours) in History from University
of Ottawa and her Master of Library and Information Studies from
McGill University. In addition to providing reference and
instructional services to Athabasca University learners, she has
been actively involved in the development of the digital library at
Athabasca University, and serves as a consultant for the Digital
Reading Room project.
Kerri Michalczuk has been with Athabasca University since 1984.
For the last five years, as Course Production and Delivery Manager,
she has managed the day-to-day operation of the School of Business
iv
tutorial Call Centre—the first point of contact for students registered
in business courses. Kerri also manages the production processes for
developing online and print-based materials, including coordinating
the work of production staff, such as editors, instructional designers,
typesetters, and copyright personnel. Kerri has extensive knowledge
of Athabasca University’s administrative and production systems,
and she sits on many committees that review, plan, and implement
University systems.
Joram Ngwenya, Ph.D., is an assistant professor of Management
Information Systems as Athabasca University. His research interests
include e-learning systems, e-government systems, and group
decision support systems.
Nancy Parker, Ph.D. (
[email protected]), is the Director of
Institutional Studies at Athabasca University and is actively engaged
in a wide range of quality assurance and accreditation activities,
including serving on Alberta Learning’s Performance Measurement
and Management Information Committee, and as Athabasca’s institutional liaison officer to the Middles States Commission on Higher
Education. She has published in the fields of criminal justice history
and institutional research.
Jan Thiessen is a Multimedia Instructional Design Editor in
Athabasca University's School of Business. She received a Bachelor
of Education degree (English) from the University of Alberta, and
Master of Distance Education from Athabasca University. Her
research on faculty attitudes towards interaction in distance
education helps inform her work with course authors and teams,
developing quality distance learning materials and experiences.
Janice Thomas, Ph.D. (
[email protected]), is an Associate
Professor and Program Director for the Executive MBA in Project
Management at the Centre for Innovative Management, Athabasca
University in Alberta, Canada. She is also an adjunct professor in
the University of Calgary joint Engineering and Management
Project Management Specialization, and a visiting professor with
the University of Technology, Sydney, where she supervises Master
and Ph.D. research students. Prior to becoming an academic, Janice
spent ten years as a project manager in the fields of Information
v
Technology and Organizational Change. Janice is now an active
researcher presenting and publishing her research to academic and
practitioner audiences at various sites around the world. Janice's
research interests include organizational change, project management, team building and leadership, complexity theory in relation
to organizations, the professionalization of knowledge workers,
and the impact of codification of knowledge on performance.
Ultimately all of her research is aimed at improving the practice of
project management in organizations. For more information
regarding Janice’s work or background check the Athabasca
University, Centre for Innovative Management Web site.
Tony Tin (
[email protected]) is the Electronic Resources
Librarian at Athabasca University Library. Tony holds a B.A. and
M.A. in History from McGill University and a B.Ed. and M.L.S.
from the University of Alberta. He maintains the Athabasca
University Library’s Web site and online resources, and is the
Digital Reading Room project leader.
Houda Trabelsi (
[email protected]) is an e-Commerce course
coordinator at Athabasca University. She received a M.Sc. in
business administration from Sherbrooke University and a M.Sc. in
information technology from Moncton University. Her research
interests include electronic commerce, business models, e-learning
strategy, customer relationships management, trust and privacy in
electronic commerce, World Wide Web navigation, and interface
design.
Zengxiang (Eric) Wang, Ph.D., is an assistant professor of finance
at Athabasca University. His research interests are option pricing,
executive compensation, corporate tax planning, and online
financial education.
Andrew Woudstra, Ph.D., Professor, Management Accounting is a
member of the School of Business at Athabasca University where he
has worked for the past 22 years. In addition to his teaching duties,
he has also served the University in various administrative capacities including Centre Chair, Associate Dean, Acting Dean and
vi
Acting Vice President, Finance and Administration. Andrew has
been involved in a number of innovative process changes in the
School of Business, including the development of e-learning and the
School of Business Call Centre, and has published in a variety of
distance education journals and books.
vii
viii
F O R E W O R D
Dominique Abrioux
During the last ten years, the Internet and the Wide World Web have
fundamentally altered the practice of distance teaching and learning.
Nowhere is this fact more evident than in the transformation
undergone by single-mode distance universities as they seek to apply
the benefits of emerging information communication technology
(ICT) infrastructure to their core business, with a view to improving
the quality and cost-effectiveness of the learning experience afforded
their students.
By the mid 1990s, Canada’s Open University®, Athabasca
University, was ripe for change.1 Not only was the technological
world that had hitherto enabled distance education undergoing
radical and rapid change, but so too was the University’s political
environment, as debt reduction and elimination became the rallying
cries of provincial public policy. Moreover, Athabasca University,
Alberta’s fourth public university, had under-performed during the
ten previous years, as evidenced by the fact that in 1994-1995 it
suffered from the highest government grant per full-load-equivalent
student, the highest tuition fee level amongst the province’s public
universities, and a dismally low graduation rate. Concerned with
this state of affairs, the Government of Alberta announced that it
would reduce Athabasca University’s base budget by 31 per cent
over three years (ten per cent more than the reduction applied to
the other universities), and that it expected significant increases in
enrolment and cost effectiveness.
Today, this institution has risen to the challenge and serves some
30,000 students per year (a threefold increase over 1995), has more
than tripled its graduation rate, commands the lowest tuition fees
and per full-load-equivalent student base grant in the province,
and, most importantly, enjoys the highest ratings among sister
institutions in the biannual, provincially administered learner satisfaction surveys of university graduates.
Several complementary factors have combined to bring about
this dramatic change in Athabasca University’s institutional
performance, but none is more important than the move towards
the online delivery of its programs and courses. The direction had
been prepared for in the early 1990s as Athabasca University
ix
1
A complete case study
of Athabasca University is
available at the Web site
below. Retrieved January
19, 2004, from http://
www.unesco.org/iiep/vir
tualuniversity/index.html
2
(1996, January). Strategic
University Plan (pp. 5-6).
Retrieved January 19,
2004, from http://www
.athabascau.ca/html/info/
sup/sup.htm
developed and then launched (1994) its first two Masters level
programs (Master of Business Administration and Master of
Distance Education), both online degrees and global innovations.
The Strategic University Plan of 1996-1999 assigned primary
importance to embracing the electronic environment through:
• the transition from predominantly print-based curricula
presented in electronic format, print format or both,
depending on the appropriateness of the medium
• the dramatic expansion of computer-mediated
communication systems to facilitate the electronic
distribution of course materials produced in-house
• e-mail correspondence between students and staff (including
mailing of assignments)
• computer-conferencing among students and between
students and academic staff
• the provision of library, registry, and other student support
services
• access to electronic data bases
• electronic formative and summative evaluation
• the exploitation of distributed learning systems (e.g., the
World Wide Web)
• the provision of assistance to students learning to use
systems2
This book, authored principally by current and past staff
members integral to the implementation of this strategic vision,
presents individual practitioners’ views of the principal pedagogical
and course management opportunities and challenges raised by the
move to an online environment. Although grounded in a discussion
of online learning theory (itself presented and developed by
academics who are engaged daily in developing and delivering
electronic courses), it does not seek to be either a complete guide to
online course development and delivery, or an all-inclusive account
of how they are practiced at Athabasca University. Rather, each
chapter synthesizes, from a practitioner view, one component piece
of a complex system.
One of the main advantages of digital content is the ease with
which it can be adapted and customized. Nowhere is this more true
x
Theory and Practice of Online Learning
than in its application to online education in general, and at
Athabasca University in particular, where three complementary
values characterize the organization’s different approaches to how
work is organized and how learning paths for students are
facilitated: customization, openness, and flexibility.
Consequently, and notwithstanding the inevitable standardization around such key issues as quality control, copyright,
materials production, library, and non-academic support services
(all of which are discussed in this book), considerable variation in
operational and educational course development and delivery
models is evident across the University’s different academic centers.
Just as the University supports several learning management systems
(see Chapter 4), so too are there various, recognized approaches
within Athabasca University to the management and administration
of teaching and learning processes. As such, the models and cases
presented in this study should be considered as examples of what
has worked well given one organization’s particular culture, not as
prescriptive descriptions of the only way of engaging in effective
online education.
There is, however, one common trait that both defines Athabasca
University’s flexible undergraduate learning model and informs
most of this book’s content. At the undergraduate level, all five
hundred plus courses are delivered in individualized distance
learning mode: students start on the first day of any month, progress
at their own pace, and submit assignments and sit examinations at
times determined by themselves. This flexibility presents tremendous advantages to adult learners who generally also face the
demands of both employment and family responsibilities, but it
poses particular challenges when administering, designing, or
delivering distance education courses. While most of the online
advances outlined in this book will often have parallel applications
in cohort-based e-classes, the distinction between individualized and
group-based distance education is one that the reader is advised to
keep in mind.
In keeping with its mission as an open university, Athabasca
University is delighted to provide this book under an open source
license, thereby removing financial barriers to its accessibility. As
its President, I take pride in what our collective staff has
accomplished and recognize the particular contribution that this
book’s authors are making to the global extension of our mission.
Foreword
xi
xii
Theory and Practice of Online Learning
I N T R O D U C T I O N
Terry Anderson & Fathi Elloumi
The Online Learning Series is a collection of works by practitioners
and scholars actively working in the field of distance education.
The text has been written at a time when the field is undergoing
fundamental change. Although not an old discipline by academic
standards, distance education practice and theory has evolved
through five generations in its 150 years of existence (Taylor,
2001). For most of this time, distance education was an individual
pursuit defined by infrequent postal communication between
student and teacher. The last half of the twentieth century witnessed rapid developments and the emergence of three additional
generations, one supported by the mass media of television and
radio, another by the synchronous tools of video and audio teleconferencing, and yet another based on computer conferencing.
The first part of the twenty-first century has produced the first
visions of a fifth generation—based on autonomous agents and
intelligent, database-assisted learning—that we refer to as the
educational Semantic Web. Note that each of these generations has
followed more quickly upon its predecessor than the previous ones.
Moreover, none of these generations has completely displaced
previous ones, so that we are left with diverse yet viable systems of
distance education that use all five generations in combination.
Thus, the field can accurately be described as complex, diverse, and
rapidly evolving.
However, acknowledging complexity does not excuse inaction.
Distance educators, students, administrators, and parents are daily
forced to make choices regarding the pedagogical, economic,
systemic, and political characteristics of the distance education
systems within which they participate. To provide information,
knowledge, and, we hope, a measure of wisdom, the authors of this
text have shared their expertise, their vision, their concerns, and
their solutions to distance education practice in these disruptive
times. Each chapter is written as a jumping-off point for further
reflection, for discussion, and, most importantly, for action. Never
in the history of life on our planet has the need for informed and
wisdom-filled action been greater than it is today. We are convinced
xiii
that education—in its many forms—is the most hopeful antidote to
the errors of greed, of ignorance, and of life-threatening aggression
that menace our civilization and our planet.
Distance education is a discipline that subsumes the knowledge
and practice of pedagogy, of psychology and sociology, of
economics and business, of production and technology. We attempt
to address each of these perspectives through the words of those
trained to view their work through a particular disciplinary lens.
Thus, each of the chapters represents the specialized expertise of
individual authors who address that component piece of the whole
with which they have a unique familiarity. This expertise is defined
by a disciplinary background, a set of formal training skills, and a
practice within a component of the distance education system. It is
hardly surprising, then, that some of the chapters are more academic than others, reflecting the author’s primary role as scholar,
while others are grounded in the more practical application focus
of their authors.
In sum, the book is neither an academic tome, nor a prescriptive
“how to” guide. Like a university itself, the book represents a
blending of scholarship and of research, practical attention to the
details of teaching and of provision for learning opportunity,
dissemination of research results, and mindful attention to the
economics of the business of education.
In many ways the chapters represent the best of what makes for
a university community. The word “university” comes from the
Latin universitas (totality or wholeness), which itself contains two
simpler roots, unus (one or singular) and versere (to turn). Thus, a
university reflects a singleness or sense of all encompassing wholeness, implying a study of all that is relevant and an acceptance of
all types of pursuit of knowledge. The word also retains the sense
of evolution and growth implied by the action embedded in the
verb “to turn.” As we enter the twenty-first century, the world is in
the midst of a great turning as we adopt and adapt to the technological capabilities that allow information and communication to
be distributed anywhere/anytime.
The ubiquity and multiplicity of human and agent communication, coupled with tremendous increases in information
production and retrieval, are the most compelling characteristics of
the Net-based culture and economy in which we now function. The
famous quote from Oracle Corporation, “The Net changes
xiv
Theory and Practice of Online Learning