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Synchronous online learning in short learning programs by Iwan Wopereis

Blended and Online Education webinar, day 2. Synchronous online learning in short learning programs by Iwan Wopereis from Open University, The Netherlands

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Synchronous online learning in short learning programs by Iwan Wopereis

  1. 1. Synchronous Online Learning in Short Learning Programs Iwan Wopereis
  2. 2. Overview • Introduction • Short Learning Programs • Designing SLPs • Synchronous Online Learning in SLPs • Conclusion
  3. 3. Overview • Introduction • Short Learning Programs • Designing SLPs • Synchronous Online Learning in SLPs • Conclusion
  4. 4. Introduction OUNL • Online Distance Education • Active Online Education
  5. 5. study behavior study success student features social academic integration intake organisation didactical approach
  6. 6. Overview • Introduction • Short Learning Programs • Designing SLPs • Synchronous Online Learning in SLPs • Conclusion
  7. 7. SLP FEATURES • Focus on complex (academic) skills • Study load is 5 to 30 ECTS • The premise is online education • Exams taken by offering universities • Practical elements optionally included • Accredited within the Bologna structure (Thaler & Bastiaens, 2017)
  8. 8. SLPs EXAMPLES OUNL • Science • EducationalSciences • Humanities • Management • Psychology • Law
  9. 9. Focus COMPLEX LEARNING Complex learning involves • integrating knowledge, skills, and attitudes; and • coordinating qualitatively different constituent skills
  10. 10. Focus TASK-CENTERED INSTRUCTION • Cognitive apprenticeship • Elaboration theory • First principles of instruction • Four-component instructional design
  11. 11. Learning tasks Supportive information Procedural information Part-task practice4C/ID
  12. 12. 4C/ID Short learning program (Van Merriënboer & Kirschner, 2018)
  13. 13. Example CONDUCTING A LITERATURE REVIEW Bachelor level (Van Merriënboer & Kirschner, 2018)
  14. 14. Example CONDUCTING A LITERATURE REVIEW Bachelor level (Van Merriënboer & Kirschner, 2018) Master level
  15. 15. Level: bachelor 5 ECTS
  16. 16. Example STRUCTURE SLP C Fb (Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)
  17. 17. Example STRUCTURE SLP Learning Task 1 Learning Task 2 Learning Task 3 Learning Task 4 Learning Task 5 Define question(s) Worked-out Worked-out Worked-out Worked-out Execute* Search for sources Worked-out Worked-out Worked-out Execute* Execute Select sources Worked-out Worked-out Execute* Execute Execute Process information Worked-out Execute* Execute Execute Execute Present information Worked-out* Execute Execute Execute Execute (Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)
  18. 18. Overview • Introduction • Short Learning Programs • Designing SLPs • Synchronous Online Learning in SLPs • Conclusion
  19. 19. Synchronous online learning • Separation (of place) of learner and teacher • Education in ‘real time’, such that students are able to communicate with other students • Through text-, audio-, and/or video-based communicationof two-way media that facilitates dialogue and interaction (Martin, Ahlgrim-Delzell, & Budhrani,2017)
  20. 20. Collaborative learning • Problem-based learning • Project-based learning • Case-based learning • Inquiry-based learning
  21. 21. Collaborative learning VIRTUAL CLASS • Learning techniques (teaching methods) that support learning, e.g., –fishbowl –jigsaw • Monitoring of learning (Wopereis, Pannekeet, & Melai, 2019)
  22. 22. Example CONDUCTING A LITERATURE REVIEW Learning Task 1 Learning Task 2 Learning Task 3 Learning Task 4 Learning Task 5 Define question(s) Worked-out Worked-out Worked-out Worked-out Execute* Search for sources Worked-out Worked-out Worked-out Execute* Execute Select sources Worked-out Worked-out Execute* Execute Execute Process information Worked-out Execute* Execute Execute Execute Present information Worked-out* Execute Execute Execute Execute (Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)
  23. 23. Example CONDUCTING A LITERATURE REVIEW Learning Task 1 Learning Task 2 Learning Task 3 Learning Task 4 Learning Task 5 Define question(s) Worked-out Worked-out Worked-out Worked-out Execute* Search for sources Worked-out Worked-out Worked-out Execute* Execute Select sources Worked-out Worked-out Execute* Execute Execute Process information Worked-out Execute* Execute Execute Execute Present information Worked-out* Execute Execute Execute Execute fishbowl (Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)
  24. 24. Example CONDUCTING A LITERATURE REVIEW Learning Task 1 Learning Task 2 Learning Task 3 Learning Task 4 Learning Task 5 Define question(s) Worked-out Worked-out Worked-out Worked-out Execute* Search for sources Worked-out Worked-out Worked-out Execute* Execute Select sources Worked-out Worked-out Execute* Execute Execute Process information Worked-out Execute* Execute Execute Execute Present information Worked-out* Execute Execute Execute Execute fishbowl jigsaw (Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)
  25. 25. Example CONDUCTING A LITERATURE REVIEW C Fb monitoring (Wopereis, Frerejean, & Brand-Gruwel, 2015, 2016)
  26. 26. Overview • Introduction • Short Learning Programs • Designing SLPs • Synchronous Online Learning in SLPs • Conclusion
  27. 27. Conclusion • Task-centered ID models for SLPs • SOL is powerful, makes SLPs less flexible • Coordination and cooperation important
  28. 28. Literature SELECTION • Martin, F., Ahlgrim-Delzell, L., & Budhrani, K. (2017). Systematic review of two decades (1995-2014)of research on synchronous online learning. American Journalof Distance Education, 31, 3-19. doi:10.1080/08923647.2017.1264807 • Thaler, I., & Bastiaens, T. (2017). EADTU task force shortlearning programs: Final report. Maastricht, the Netherlands: European Association of Distance Teaching Universities. Retrieved from https://eadtu.eu • Van Merrienboer, J. J. G., & Kirschner, P. A. (2018). Ten steps to complex learning: A systematicapproach to four-componentinstructionaldesign (3rd ed.). New York, NY: Routledge.
  29. 29. Literature SELECTION • Wopereis, I., Pannekeet, K., & Melai, T. (2019). Virtual classroom use in short learning courses: An exploratory study. In G. Ubachs & F. Joosten- Adriaanse (Eds.), The Online, Open and Flexible Higher Education Conference:Blended and online education within European university networks (pp. 403-412). Maastricht, the Netherlands: EADTU. • Wopereis, I., Frèrejean, J., & Brand-Gruwel, S. (2015). Information problem solving instruction in higher education: A case study on instructional design. Communications in Computer and Information Science, 552, 293- 302. doi:10.1007/978-3-319-28197-1_30 • Wopereis, I., Frèrejean, J., & Brand-Gruwel, S. (2016). Teacher perspectives on whole-task information literacy instruction. Communications in Computer and Information Science, 676, 678-687. doi:10.1007/978-3-319- 52162-6_66
  30. 30. Questions iwan.wopereis@ou.nl

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