Theory application for online learning success.

Abstract

The article compares two educational modes: online and traditional classroom. In this pilot study, the results suggest that student perceptions of online learning are equal or superior to the classroom experience. A theoretical framework is provided for a successful online educational design. Recommendations are made for future studies that could contribute to distance learning in human services education.

Introduction

With the advent of internet technology, distance learning, a long standing educational phenomenon, has reached new levels of sophistication and pervasiveness and is bringing profound change for students, faculty, and educational institutions. The pervasiveness and impact of internet technology is attested to by Robinson (2001) who predicted that, by 2003, up to 85 percent of two and four year institutions would offer online courses. As with most educational environments, internet technology offers human services new pedagogical options and challenges. Specifically, online courses offer human services' students convenient access to course material. However, questions of educational appropriateness, quality, and standards have gained new focus. Guided by two theorists, Lev Vygotsky (1978) and Paul Duchastel (1997), this article outlines the development and implementation of an introductory online course in human services with the goal of creating a learning environment where educational standards and quality are comparable to that of the traditional classroom. In this article, we review the relevant literature and offer a theoretical framework. The methodology, results, discussion, and recommendations are then presented.

Literature Survey

Formal distance learning has been a part of education for more than a century, and the preponderance of research is supportive. Russell (1999) presents an extensive survey of the literature, 323 studies over the past century, indicating the "no significant difference phenomenon," meaning, learning outcomes in the classroom when compared to distance learning formats show no recognizable differences. Furthermore, Schutte (1996) conducted a scientific study of two randomly assigned groups of students, one in a traditional classroom, the other entirely online. When compared, the online students had 20% higher scores in both mid-term and final examinations, reported more peer contact, spent more time on class-work, had better content comprehension, and enjoyed the educational experience more. Souder (1993) and Sonner (1999) reach similar conclusions with the use of technology in distance education, where students have equal outcomes in both distance education and traditional classroom settings. Boehler (1999) Concludes: "The internet and the World Wide Web provides opportunities to do things differently than in the past, to make learning more student centered and more personally interactive." Freddolino and Sutherland (2000), in assessing 13 interactive instructional TV courses in graduate social work education, concluded that there is no statistical difference in student perceptions of onsite versus distance education classes. Both were equally supportive of learning. Tucker (2001) in a comparative study of online versus face-to-face instruction concludes that online is just as effective as traditional education. However, besides the comparison of online versus face-to-face instruction, the effect of online instruction on other aspects of the educational environment must be considered also. Hergert (2003) suggests that, on the program level, careful planning is necessary in order to insure that online educational programs can be successfully integrated into the university curriculum.

Since our study entails college students, the effectiveness of distance learning for adults is of particular interest. Knowles (1980), the father of andragogy, writing before the onset of online learning, has concepts applicable to online courses. His ideas on distance learning generally suggest that online courses could foster greater student responsibility in engaging with course material and instructional tasks, increased student involvement in tracking their own progress and performance, and more self-direction in using the freedom of the format. However, he cautions, on the one hand, that many students who have become accustomed to the instructor-centered learning experience of the classroom might have difficulty transitioning to the freedom of the distance-learning format; these students will not respond positively if thrown into the distance learning deep waters without careful attention to learning styles that encourage and promote self-direction. On the other hand, Knowles points out that the adult learner, returning to the educational setting after experiencing the freedom of the workplace, more readily embraces the distance-learning format.