Using Problem-Based Learning in Online Courses

In this chapter, I argue that instructional designers must use research and theory to guide them to new and justified instructional practices when designing e-learning. I introduce a well-established pedagogy, problem-based learning (PBL), in which complex, ill-structured problems serve as the context and stimulus for learning, and students work collaboratively to understand the problem and learn about the broader related concepts. I describe the structure of PBL and discuss Barrow’s (1998) concept of “authentic” PBL. I then review the support for PBL in the research literature and describe its relationship to cognitive and constructivist learning theory. I conclude the chapter by demonstrating how authentic PBL can be applied to e-learning using supporting examples from an undergraduate online course in agriculture.

New Skills and Ways of Working

This chapter analyzes approaches to faculty development for e-learning in post-compulsory institutions. Everett Rogers’ (2003) diffusion of innovation theory provides the framework for a review of faculty development strategies adopted by institutions to foster the adoption of information and communication technologies (ICTs) by mainstream faculty into everyday teaching and learning practices. Using examples as illustration, the chapter reviews different approaches to faculty development aimed at achieving a critical mass of staff who are competent working in the e-learning context. These strategies include focusing on the characteristics of innovation; adopting a staged approach to skills acquisition; embedding skills and processes associated with teaching and learning in the e-learning context in formal, accredited courses; fostering peer learning; framing faculty development as project-based learning; and using the online environment to deliver faculty development. The chapter concludes with practical advice concerning faculty development for e-learning practice across institutions.

Strategic Planning for E-Learning in a Polytechnic

This chapter is a case study of how a polytechnic developed a strategic plan for e-learning. It describes the institution’s rationale for moving more strongly into e-learning, the processes followed by the institution to develop a plan and ensure its acceptance through the institutional community, and the factors that facilitated the process. It indicates that attention to objectives, core values and principles, and faculty development and training, are critical for the successful transition from mainly face-to-face teaching to e-learning. The development of key performance indicators will allow the success of the plan to be measured in 2010.

Organizational Models for Faculty Support

This chapter delineates changing organizational responses to the provision of faculty support for teaching and learning in six large Canadian universities since 1997. Various models from centralized to decentralized and from integrated to parallel units are described and their advantages and disadvantages identified. From the analysis, several recommendations pertinent to senior administrators involved in the enhancement of teaching and learning through the integration of digital technologies are provided. In particular, issues concerning the goals and culture of the institution, the integration of pedagogical and technological approaches, as well as involvement of faculty and the role of policy are reviewed.

E-Learning as Nation Building

This chapter is concerned with how individuals may examine the potential for social change arising from interactions in an e-learning environment. We explore continuing education as the site for e-learning in the context of developing a civil society. Referring to Anderson’s (1991) work on nationalism, and Wenger, McDermott, and Snyder’s (2002) discussion of communities of practice, we argue that the transition from face-to-face teaching to e-learning has the potential to appeal to those learners, and their instructors, who are interested in the capacity of a community to contribute to social change. We are particularly interested in the potential of e-learning to be socially transformative in its power to be inclusive, that is, to support diverse cultures, languages, work contexts, learning needs and styles, prior experiences, generations, economic circumstances, social contexts, and geographic location. We have suggested that the metaphor of an e-learning nation supports the reflective and progressive development of learning communities in which identity is consciously and critically examined.

Toward Efective Instruction in E-Learning Environments

This chapter explores the role of instructors and the perspectives they bring to teaching in e-learning environments. It suggests that when instructors are developing e-learning courses, instruction is more effective if individual perspectives on teaching, as well as the principles of good teaching, are taken into consideration. Congruence between principles, perspectives, and practice enhance e-learning pedagogy. The model—reflect on the teaching approach, apply the principles of good teaching throughout the course, choose appropriate learning outcomes and activities, and review choices—is proposed as a guideline for effective teaching in e-learning environments.

Teaching and Learning in a Laptop Nursing Program

Increasingly, nurses work in practice settings that employ the latest information and communication technology (ICT) to research, administer, and deliver healthcare to clients. Thus, it is critical that BNSc program graduates be competent with the technology that is embedded in their nursing environments. This chapter explicates the findings of a study designed to assess and prioritize the capacities of nursing faculty in the use of ICT for teaching and learning. Data was gathered over a two-year period through in-depth interviews, questionnaires, learning journals, and document review and synthesis. The authors hope that findings will contribute to the development of core competencies in the use of ICT for teaching and learning. Further, outcomes will inform decision-makers and funding agencies of the needs and gaps related to faculty ICT preparedness in Canadian schools of nursing. Recommendations address key success factors including faculty development and institutional support.

Cognitive Tools for Self-Regulated E-Learning

Working from the premise that students need advanced self-regulated learning (SRL) skills to succeed in e-learning environments, this chapter describes the use of a software application (gStudy) designed to help students take control of their learning and become better self-regulated learners. To address the challenges educators face in developing students’ metacognitive monitoring and self-regulatory skills, gStudy’s cognitive tools were designed in accordance with current SRL theory. Undergraduate students who used gStudy in an educational psychology course commented that they appreciated gStudy’s features, interface, and ability to positively influence their approach to learning. The authors conclude that SRL-fostering software applications such as gStudy may be key strategic elements in institutional transitions to e-learning.

Fast Prototyping as a Communication Catalyst for E-Learing Design

This chapter proposes a renewed perspective on a known project management model, fast prototyping, which was adapted for the specific issues of e-learning development. Based on extensive experience with large e-learning projects, we argue that this model has a positive impact on e-learning project team communication, and that it provides a good basis for effective management of the design and development process, with specific stress on human-factor management. The chapter stems from the experience gained at the eLab (e-learning laboratory—www.elearninglab.org), a lab run jointly by the Università della Svizzera italiana (USI—University of Lugano) and the Scuola Universitaria Professionale della Svizzera Italiana (SUPSI—University of Applied Sciences of Southern Switzerland) in Switzerland. It contains three case studies of different applications of the fast prototyping model and has a strongly practical focus.

The Plain Hard Work of Teaching Online

Learning to teach online presents new challenges to even seasoned instructors. In an age of technological wizardry, the author of this chapter proposes that there are no secrets to good online teaching. However, the effective application of sound pedagogy online requires time, effort, and planning. Using Collins and Berge’s framework for online teaching, this chapter outlines how novice instructors’ adaptation to the new medium must include attention to the pedagogical, managerial, technical, and social aspects of teaching. In so doing, online teachers are encouraged to move from a didactic, teacher-centered paradigm to a constructivist-based model where community and collaboration are valued equally with content.