learning - Academic Conferences Limited

Danny Glick and Roni Aviram
4. The impact of MLP on course outcomes – case study analysis
4.1 A constructivist approach to online college learning (Rovai, 2004)
This paper evaluates the effectiveness of an online graduate course in education research design
(N=82). This online course, which fulfills the four MLP requirements outlined in chapter 3, was
designed and delivered based on constructivist epistemology. The author of this paper fulfills the first
MLP requirement (Learning Theory) by linking the course to a learning theory. The author provides a
detailed description of a constructivist approach to online learning and outlines the differences
between traditional and constructivist learning environments. With regard to the second MLP
requirement (Learning Environment), the paper fulfills this requirement by designing a learning
environment that reflects the constructivist learning theory the course is based on. The course
learning environment includes a wide range of constructivist-based tools such as tools for
collaborative group work, Instructor-Student and Student-Student tools for interactions, tools for
guided discussions, discussion boards for posting the assessment tasks, etc. The course also fulfills
the third MLP requirement (Learning Process) by describing the course constructivist-based learning
processes which require learners to participate in a problem-oriented discussion forum, and to solve
authentic tasks requiring the evaluation of research-based case study. Finally, the course fulfills the
fourth MLP requirement (Assessment) by assessing students’ progress in the course using
constructivist-based assessment tools such as authentic assessment tasks, analysis of researchbased
case studies, use of rubrics to assess forum discussions and collaborative work, etc.
The research findings reveal that the course outcomes were positive in terms of course grades and
student level of satisfaction. With regard to course grades, course letter grades were distributed as
follows: F, 3 students; C, 3 students; C+, 0 students; B−, 7 students; B, 23 students; B+, 15 students;
A−18 students; and A, 3 students. In other words, 69 students (81.9%) have earned an A or a B
grade. To measure perceived learning effectiveness, students were asked to respond to the following
item via an online survey: On a scale of 0 to 9, how much did you learn in this course, with 0 meaning
you learned nothing and 9 meaning you learned more than in any other course you’ve had? The
mean and standard deviation for perceived learning among this group of participants were 7.17 (on a
9-point scale) and 1.23, respectively. When comparing this course with other courses (both traditional
and Web-based), students report that they learn more than in most other courses that they have
learned.
4.2 Community building, emergent design and expecting the unexpected: Creating a
quality eLearning experience (Thompson & MacDonald, 2005)
This paper evaluates the effectiveness and factors that influence the quality of an online Synthesis
Seminar, the last of ten courses required to obtain a M.Ed. at the University of Ottawa. This online
course, which was based on a constructivist learning theory, fulfills the four MLP requirements. In this
Synthesis Seminar, learners (N=19) reflect on their professional development throughout the M.Ed.
program and demonstrate that they can apply new learnings by writing a 25-page research paper.
The knowledge built throughout this learning experience was directly related to the learners’
professional and personal interests and constructed as they wrote their paper and shared insights in
the discussion groups. The only content provided were brief online documents designed to support
learners in this constructivist learning environment. As mandated by the University, this pass/fail
course was based on assessment of the research paper. To help learners produce the best possible
paper, a series of five cumulative assignments provided opportunities for formative assessment and
enabled the learners to build their papers in stages. Several strategies were employed to encourage
online participation: (a) online participation was included in the list of course requirements to
emphasize its importance; (b) online forums were intended to be useful to the learners and designed
to have the potential to engage a diverse group of people in a meaningful dialogue that would
enhance their research papers; and (c) the focus of each discussion group was highlighted in the
course outline and the forum moderator posted frequent reminders and encouragement.
Constructivists acknowledge that learning is active, situated, and social. Consequently several
strategies were implemented to facilitate community in the course. First, learners were grouped into
triads; triad members were expected to give each other feedback on course assignments. Second,
dialogue in the discussion groups was emphasized. Eight one-week discussion groups were
strategically placed throughout the course. Learners were asked to share: aspects of their paper,
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