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Do
You Know What Research Says About Online Learning?
John Brezinsky, Higher
Education
Marketing Manager
Everybody has an
opinion about technology and language learning. Not every opinion is
based on research facts. Here's a summary of the most important
conclusions from research in online learning.
Just Putting Something Online Doesn't Make It Better
Eight different studies examined the value of putting different media
online. The results indicate that simply putting online content in
front of students does not make a difference in the amount they learn.
In short, you need to consider the learning process, and not just trust
that "flashy and cool" equals pedagogically useful.
E-Learning That Promotes Student Reflection Makes a Significant Difference
Students learn more if you ask them to stop and think about what
they're doing. In-class activities are generally better spent
interacting with other people. Online exercises, however, are perfect
for this kind of reflection, and nine separate studies have found that
it makes a significant improvement in student learning.
With this in mind, Pearson Longman partnered with Educational Testing Srrvice (ETS) to add Criterion Publisher's Version to the Longman Academic Writing Series.
Criterion is online software that gives students feedback on their
writing. It does not tell them how to correct their grammar and usage;
instead, it draws their attention to areas that need work. This process
encourages students to reflect on their writing and therefore turn in
cleaner first drafts to their instructors.
Watch a live recording of Criterion in action or contact your local Pearson Longman representative to ask for a sample of the Longman Academic Writing Series.
References
Bixler, B. A. 2008. "The effects of scaffolding student's
problem-solving process via question prompts on problem solving and
intrinsic motivation in an online learning environment." Ph.D. diss.,
The Pennsylvania State University, State College.
Chang, M. M. 2007. "Enhancing Web-based language learning through self-monitoring." Journal of Computer Assisted Learning 23 (3):187–196.
Chung, S., M.-J. Chung, and C. Severance. 1999, October. "Design of
support tools and knowledge building in a virtual university course:
Effect of reflection and self-explanation prompts." Paper presented at
the WebNet 99 World Conference on the WWW and Internet Proceedings,
Honolulu, Hawaii. (ERIC Document Reproduction Service No. ED448706)
Cook, D. A., D. M. Dupras, W. G. Thompson, and V. S. Pankratz. 2005.
"Web-based learning in residents' continuity clinics: A randomized,
controlled trial." Academic Medicine 80 (1):90–97.
Crippen, K. J., and B. L. Earl. 2007. "The impact of Web-based worked
examples and self-explanation on performance, problem solving, and
self-efficacy." Computers & Education 49 (3):809–821.
Maag, M. 2004. "The effectiveness of an interactive multimedia learning
tool on nursing students' math knowledge and self-efficacy." Computers, Informatics, Nursing 22 (1):26–33.
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