Lesson 3 - Implementing Online Learning

Overall there are huge educational benefits associated with asynchronous or recorded media, because the ability to access information or communicate at any time offers the learner more control and flexibility. The educational benefits have been confirmed in a number of studies. For instance, Means et al. (2010) found that students did better on blended learning because they spent more time on task because the online materials were always available to the students.

Research at the Open University found that students much preferred to listen to radio broadcasts recorded on cassette than to the actual broadcast, even though the content and format were identical (Grundin, 1981; Bates at al., 1981). However, even greater benefits were found when the format of the audio was changed to take advantage of the control characteristics of cassettes (stop, replay). It was found that students learned more from ‘designed’ cassettes than from cassette recordings of broadcasts, especially when the cassettes were co-ordinated or integrated with visual material, such as text or graphics. This was particularly valuable, for instance, in talking students through mathematical formulae (Durbridge, 1983).

This research underlines the importance of changing the design as one moves from synchronous to asynchronous technologies. Thus we can predict that although there are benefits in recording live lectures through lecture capture in terms of flexibility and access, or having readings available at any time or place, the learning benefits would be even greater if the lecture or text was redesigned for asynchronous use, with built-in activities such as tests and feedback, and points for students to stop the lecture and do some research or extra reading, then returning to the teaching.

The ability to access learning materials on-demand (recorded lectures or webinars, learning management systems, web sites, social media) is particularly important for increasing access and flexibility for learners, especially those working as well as studying, for those with young families, or for students with long commutes. Thus, there should be clearly justified pedagogical benefits that could not be provided by the use of technology if students must be present either in the same place or at the same time as an instructor. In particular, what are the social or pedagogical reasons why students should come to the school or campus or be present at a set time when so much teaching and learning can now be done asynchronously?

The ability to access media asynchronously through recorded and streamed materials is one of the biggest changes in the history of teaching, but the dominant paradigm in higher education is still a live lecture or seminar. There are, as we have seen, some advantages in live media, and direct inter-personal contact, but they need to be used more selectively to exploit their unique advantages or affordances.