EMM v2.3 L7

'''L7. Learning designs and activities actively engage students'''

Background
Student learning success is significantly affected by the creation of an e-learning environment that provides active engagement in experiential contexts (Bonwell and Eison, 1991; Chickering and Gamson, 1987; Kember and Leung, 2005). This requires teachers to clearly understand programme outcomes, teaching approach, students’ motivation and learning styles, all of which depends on diligent planning. Also, students need to be able to link their learning to their life experiences. Technology plays a significant role in this and requires that the online teaching/learning environment undergo a reconstruction of student and teacher roles, relationships and strategies – students need to become active players in their own learning in regard to learning approach and intellectual challenges (Grabinger and Dunlap, 2000).

Vonderwell and Turner (2005) conclude that learners need to be prepared for an active learning role that requires not only understanding the importance of autonomy but also how to work collaboratively. Teachers also need to be thoroughly conversant with research and theory that grounds the individual and group dynamics and interactions that they facilitate. Teachers need to be conversant with current research and theory and familiar with the complexities of human interactions with ICT, so that as users they are not detached from students. Teachers and learners need to be cognisant of their embodiment in technology relations that integrates knowing acting and being. Such embodied knowing opens understandings of the mind-body/machine nexus (Dall’Alba and Barnacle, 2005).

Evidence of capability in this process is seen through course and programme designs that provide students with authentic and personally relevant contexts for their learning. E-learning technologies and pedagogies should be flexibly designed so as to allow incorporation of student experience and knowledge. Analysis and reflection should be encouraged and practised rather than recall and information retrieval. Teaching staff should be supported in developing the skills needed to facilitate e-learning approaches that build engagement through active learning pedagogies rather than replicating passive, traditional learning environments.

Related Guidelines and standards
This process is informed by: Implementing the seven principles: Technology as lever (Chickering and Ehrmann, 1996); Quality On the Line: Benchmarks for success in internet-based distance education (Merisotis, J. P., & Phipps, R. A., 2000) teaching/learning benchmark set; Queensland University of Technology teaching capabilities framework (2004/2005); Canadian Recommended E-learning Guidelines (Barker, K., 2002); Australian National Training Authority, quality assurance information kit: Training package support materials (2002); Balancing quality and access: Principles of good practice for electronically offered academic degree and certificate programs (Western Cooperative for Educational Telecommunications, 2003) and; ADEC guiding principles for distance learning (American Distance Education Consortium, 2002).