learning - Academic Conferences Limited

The Relationship Between Mindful Learning Processes and
Course Outcomes in Web-Based Learning
Danny Glick and Roni Aviram
Ben-Gurion University, Beer-Sheva, Israel
glickd@bgu.ac.il
roniav@zahav.net.il
Abstract: Online education has been growing rapidly within all levels of education. Reports published in 2007-
2009 by the Sloan Consortium based on responses from over 2,200 colleges and universities in the US reveal
that institutions report record online enrollment growth on both a numeric and a percentage basis. Nearly 96% of
the very largest institutions, schools with 15,000 enrollments, have some online offerings, and about two-thirds of
the very largest institutions have fully online programs. The Association of International Educators predicts that
by 2020, global higher education demand for seats will reach 200 million. Much of this growth will be in distance
education. While online education is growing rapidly, the impact of online learning on course outcomes has been
subject to considerable debate. In 1983, Richard E. Clark famously argued that media have no more effect on
learning than a grocery truck has on the nutritional value of the produce it brings to market. Recent research
findings support Clark’s statement revealing that students taking online courses score lower than students in
face-to-face or blended courses. The research hypothesis is that the main reason for the little impact online
learning has on learning outcomes is lack of Mindful Learning Processes (MLP), a new term coined by the
authors of this study. The authors define MLP as an online course that is based on four interconnected
components: learning theory, learning environment, learning process, and assessment. The goal of this paper is
to check whether the research hypothesis may be accepted. To achieve that, the authors have reviewed case
studies describing online courses published in peer-reviewed journals in the area of educational technology and
e-learning. They authors have identified three case studies that fulfilled the MLP requirements stated above, and
analyzed them in terms of learning theory, learning processes, learning environment and assessment. To
measure the impact of the MLP on course outcomes, the authors analyzed these case studies in terms of test
scores and students’ perception of the e-learning experience. Analysis of the three case studies reveals that the
outcome of the three case studies was positive in terms of achievement outcomes and students’ opinion about
course. The authors conclude that a Mindful Learning Process may lead to a meaningful and pedagogically
sound course where theory, design, learning and assessment harmonize with each other. These findings support
earlier work on instructional technology that found that the reason for the learning benefits of computer media is
not the medium of instruction, but the instructional strategies built into the learning materials.
Keywords: Mindful Learning Process, web-based learning, impact on learning, text analysis, review of research,
learning outcomes
1. Introduction
Online education is growing rapidly at all levels of education (Allen & Seaman, 2010; International
Association for K-12 Online Learning, 2010; Watson, 2007). A report published by Allen & Seaman
(2010) on Web-based learning in higher education, based on responses from over 2,500 colleges and
universities in the United States, reveals that institutions report record online enrollment growth on
both a numeric and a percentage basis. Nearly 5.6 million students were taking at least one online
course during the fall 2009 term, which is an increase of nearly one million students over the number
reported in the report from the previous year. The 21% growth rate for online enrollments far exceeds
the less than 2% growth of the overall higher education student population. Nearly 30% of highereducation
students now take at least one course online (Allen & Seaman, 2010).
Research indicates that educators and decision-makers have embraced online learning. Allen and
Seaman (2010) report reveals that 63% of all reporting institutions said that online learning was a
critical part of their institution’s long-term strategy. According to Rovai & Downey (2010), many
universities have increased their recruiting efforts to reach a larger and more diverse audience. Some
universities also extend their reach with cross-border initiatives and seek international students in
order to promote enrollment growth and global learning. The economic potential of distance education
and academic globalization has attracted numerous higher education providers, many of which
operate on a for-profit basis (Rovai & Downey, 2010).
The Association of International Educators predicts that by 2020, from a year 2000 base, global
higher education demand for seats will double to 200 million, suggesting a growth market in
international higher education. Much of this growth will be in distance education. Consequently, an
increasing number of universities are transforming themselves from single-mode on-campus
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