This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.

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NORTH CENTRAL UNIVERSITY
ASSIGNMENT COVER SHEET
Student: Orlanda Haynes
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Knowingly submitting another person’s work as your own, without properly citing the source of
the work, is considered plagiarism. This will result in an unsatisfactory grade for the work
submitted or for the entire course. It may also result in academic dismissal from the University.
EL7002-8 Instructor: Professor Greg Bischoff
Introduction to E-Learning Assignment 8Week 1 Assignment: Examine
the Concepts of E-learning

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As indicated in EL7002-8 instructions, the primary purpose of this assignment is to
provide an opportunity for doctoral students to develop an e-learning course (four learning
activities including student participation instructions [e.g., collaboration]), best practice for adult
learners, and multiple technology tools. In doing so, this work employs components of
assignments 2 (synchronous and asynchronous technologies), 3 (Hofstede’s cultural dimension
theory), 6 (values of wikies), and 7 (e-learning technology tools), as well as headings, including
author’s comments.
E-Learning (EL5002-3): Introduction to Self-Directed Learning (SDL)
Distance education is not a new concept. Research informs us (Gensler, 2014) that Sir Issac
Pitman—who invented shorthand in the mid-1800s—was a major contributor. He used the
discovery to offer correspondence courses to distance learners. Today, facilitated by emerging
technology, between 2007 and 2008, more than 4.3 million students participated in online
learning (Allen, & Seaman, 2011; Aud, et al., 2011). Although definitions of distant education
vary (e.g., virtual classrooms, hybrid or blended courses, or 100 % online courses), some
common characteristics include group or one-to-one learning (facilitators/students), virtual
classrooms, and the use of both synchronous and asynchronous e-learning technology such as
instant messaging, online meetings software, mobile applications, message boards, internet
forums, blogs, wikies, and social networking websites.
Aitken (2015), Conaway and Zorn-Arnold (2016), and Parkes et al. (2015), research
indicates that e-learning technologies (ELT) facilitate online teaching and learning, in part, by
allowing participants access to electronic resources and services, including data saving, sharing,
updating, and synchronous and asynchronous communication, and by facilitating development
and maintenance of virtual classrooms, face-to-face classes, hybrid classes, and fully online

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courses. And that, to derive maximum benefits of these resources, students should have
adequate ELT skills, including self-directed learning characteristics, basic computer and internet
proficiency, an understanding of basic concepts and principles of scholarly writing, and the
ability to effectively use non-verbal communication techniques, to name a few. On the other
hand, Mundy, Howe, and Kupczynski (2015) asserted that teachers or facilitators who teach
distant education courses should not only understand the frameworks of which the curriculums
are derived, but also, they should feel confident of their ability to teach courses that are often
time perceived as complex by some educators. Equally important is that Otter et al. (2013) and
Terblanche (2015) research showed that distant education colleges and universities should not
only use curriculum specifically designed for online learning platforms primarily because
teaching and learning practices differ in virtual classrooms, but also, they should follow best
practice for the education of adult learners (Dilekli, & Tezci, 2016; Fklides, 2014; Kenner &
Weinerman, 2011; Kilday, Lee, & Mao, 2016).
Although Alexander Kapp, a German Educationalist, introduced the concept of
andragogy, Malcolm Knowles used the concept as a foundation to construct the first adult
learning theory in the late 80s. He presented six assumptions about how adults learn: (1) need to
know, (2) learners’ self-concept, (3) role of the learners’ experiences, (4) students’ readiness to
learn, (5) students’ orientation to learning, and (6) students’ motivation to learn). Andragogy
uses student-centered approaches in its curriculum development process. Therefore, course
contents are well-organized, clearly stated with relevancy of subject matters, and combined with
measurable objectives (Akin, 2014; Bartle, 2015). In contrast, pedagogy is teacher-centered;
concept and principles designed to educate children (Bartle, 2015; Noor, et al., 2014). The
following comparison chart depicts pedagogy and andragogy learning approaches.

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Pedagogyvs. Andragogy ComparisonChart
Pedagogy Andragogy
The Learners  Depends on teachers for all
learning
 Teachers have full authority
over what is to be learned and
when
 Teachers have sole
responsibility for learning
outcomes and assessments
 Use self-directed learning
approaches
 Are responsible for learning
outcomes, evaluations, and
primary assessments
Rolesof
learners’
experiences
 They enter learning
environments with little or no
prior experiences that can be
used to facilitate new learning
 They are highly dependent on
teachers’ experiences and
skills to transfer knowledge
and to develop their own
academic skills
 They bring a wealth of prior
knowledge and experiences
that can be used as learning
resources
 Their skills and knowledge
are diverse, which aid
facilitation of learning and
collaborative relationships
within groups and with other
learners
 Most have scholarly writing
skills
Readinessto
learn
 Teachers/instructors advise
learners of what knowledge
and skills are necessary to
advance to the next level of
learning (according to the
schools’ academic or degree
policies)
 Lifestyles or career changes,
to name a few, usually
trigger a readiness to learn
 A need to know that is
relevant to aspects of their
lives
 Ability to evaluate current
lifestyles including gaps in
education or career
aspirations, as well as create
plans, set goals, and
implement strategies to
obtain desired objectives
Orientationto
learning
 Learning is a process of
acquiring knowledge from
subject matter experts through
a sequential approach
 Learners’ approach is self-
directed, learning settings
depend on individual needs,
and the program of study is
relevant to lifestyle needs
and goals (e.g., career

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advancements, self-
improvements, or changes in
social statuses)
 The curriculum is usually
inquiry based
Motivationfor
learning
 Usually authority related as
far as parental guidance and
expectations
 Academic competitiveness
and/or a fear of failure
 Primarily internal including a
desire to improve lifestyles,
to climb social ladders, to
participate in sports
activities, and to change
careers or update skills
As this research suggests, curriculum designed for e-learning includes, among others,
andragogy assumptions, inquiry based frameworks (IBFs), and self-directed learning strategies.
These concepts and principles allow for in-depth learning experiences, including investigating
theories and concepts, evaluating findings and results, drawing conclusions, and reflecting on
learning processes (Ong-art, & Jintavee, 2016; Pedaste et al., 2015). According to Rivenburg
(2016), self-directed learning is an approach to learning whereby students take responsibility for
their learning, in part, by evaluating learning needs, creating learning goals and objectives,
identifying learning resources and strategies, and by evaluating learning outcomes. Self-directed
learning occurs when students take the initiative to learn something new or to update current skill
sets (Balcerzak, 2013).
Moreover, alternative assessments, also called authentic assessments, are used to assess
learning outcomes. Students demonstrate mastery of course contents, for example, by using
essays, presentations, or PowerPoints to present their assignments. Unlike traditional
assessments that require students to select answers from lists rather than demonstrating what they
have learned (Akin, 2014; Bartle, 2015; Kenner, & Weinerman, 2011; Noor, et al., 2014). This
course is designed for students who have little or no SDL experience. The primary objective of

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this course is to provide students with knowledge and skills that are necessary for successful
online learning.
Learning Activities
Size of the group (small, medium, large, extra-large). These learning frameworks
employ small and large size groups. By the end of the course, students should
 understand basic concepts and principles of SDL, as well as how to apply them in
online learning environments;
 be capable of identify signs of SDL readiness, including being autonomous,
organized, and self-disciplined;
 be capable of applying self-evaluation and self-reflection strategies to their
current and future course works; and
 be capable of understanding and applying concepts and principles of learning
contracts.
Required learning resources and materials. For the “small group,” the following e-
learning tools are required:
 Basic technology skills including computer and software programs (i.e., Microsoft
Word, PowerPoint, online conference tools) and the Internet;
 A computer or laptop and Internet access; and
 Learning contracts
For the large groups, the following resources are required:
 Basic technology skills including computer and software programs (i.e., Microsoft
Word, PowerPoint, online conference tools) and the Internet;
 A computer or laptop and Internet access;

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 Curriculum framework ,such as iTunes U, that allows for pre-and-post
assessments of what learners “know” about the subject matter; what they “want”
to know; and, afterward, what they have “learned” about the topic; and
 Learning contracts (Balcerzak, 2013; Tompkins, 2010).
Instructional methods. This discussion and inquiry based teaching approaches
allow for questioning, listening, responding, explaining, summarizing, and
synthesizing. The aim of the learning tasks is to introduce students to primary
concepts and principles of SDL (see required learning resources and materials).
All groups are required to read wiki presentation 1 and 2 @
http://haynesoel70028assn6.pbworks.com/w/page/114955045/Presentation%20pa
ge%202 (Students will receive their pass words via emailed two weeks before the
start of class). Moreover, all groups will be assigned a set of questions that must
be addressed, using peer-reviewed sources, summarized, and synthesized.
Students in the “small group” should use Blackboard, wiki, and blogs to post and
respond to classmates. Research suggests that small group learning is ideally
suited for specific learning objectives (Arias, et al., 2016; Jackson, et al., 2014;
Meo, 2013).
Required prerequisites. All participants must be either current or prior students,
educators, or administrators with no previous SDL experience.
Time frame for completing tasks. Learning tasks will be scheduled over an eight
weeks’ period (Students will receive email notices.).
Practice and Feedback
These components of learning tasks are paramount to the process. For example, they

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allow both teachers and students to participate actively and they create opportunities for
reciprocity among facilitators and students alike. As mentioned, the aim of the learning tasks for
the Discussion‐based Teaching framework as well as the Development of Positive Attitudes (K-
W-L) Strategy is to introduce students to primary concepts and principles of self-directed
learning. Therefore, the practice and feedback components include the following guidelines:
Responsibilities of the facilitators.
 They should create or use curriculum that includes learning contracts,
course tutorials, pre-and-post assessments, formative and summative feed-
back, discussion boards, and student support resources (e.g., libraries,
writing tutorials, and student support staff).
 They should use teacher/student meetings, written or computer-delivered
feedbacks, and one-on-one contacts (e.g., via online conferences, phone
office hours, and electronic mail such as institutional and personal emails).
 Also, they should provide feedback, including personal messages, per best
practice.
 They should be actively engaged in online forums (e.g., occasionally
thank students to model response expectations and to encourage
participation).
 And, they should not immolate face-to-face feedback by responding to
every students’ post or comment—disrupts the natural flow of student
engagement (Aitken, 2015; Akin, 2014; Bartle, 2015; King, 2011).
Responsibilities of the Students.
 At the beginning of the course, students should thoroughly read the

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learning contract.
 They should understand their roles, their learning styles, and their
approach to studying.
 They should take responsibility for the learning process, including giving
and receiving feedback.
 They should be open to constructive feedback as well as understand basic
concepts and principles of active listening, online communication
netiquette, critical thinking, questioning, reflecting, and clarification.
 And, they should consult with facilitators and student support staff as
needed (Aitken, 2015; Akin, 2014; Bartle, 2015; King, 2011).
The curriculum, therefore, allowed for independent practice and formative and
summative feedback. For the large groups, facilitators will employ the
“development of positive attitudes (K-W-L) strategy.” Specific skills and attitudes
such as readiness to learn are primary constructs of SDL. Research suggests that
motivational strategies are effective methods to enhance adults’ intrinsic
motivation to learn (Tompkins, 2010). All students will receive emails with the
URLs, user names, and pass words from student support. For more information,
students should visit Blackboard.com, view their syllabus, or contact their
instructors or institutions.
Evaluation
Theories and concepts of adults’ learning, development, and assessment, including how
their needs differ from those of children, have been well documented (Knowles, Holton, &
Swanson, 2015; Laureate Education, 2010). Therefore, since the learning tasks were designed

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for adult learners, the content of the rubric is more reflective of alternative assessments than
standardized approaches. The primary aim is to give students clear guidance on (a) how grades
will be assessed, (b) what their responsibilities are as far as adhering to specific academic
standards (i.e., APA style, grammatical proses, mechanics and presentation, and evaluations),
and (c) to facilitate the highest possible level of performance for all students. As Haynes (2016)
noted, “assessment is a systematic process of gathering, analyzing, and interpreting data to
determine how well student learning matches the set expectations” (Module 6 Assignments).
For the Discussion‐based Teaching Approach. Each group of students (4 per group of
four) will be assigned the following six questions:
1. What is self-directed learning (SDL)?
2. What is the historical origin?
3. Is SDL for all students?
4. What are the primary concepts and principles of SDL?
5. What are the roles of students and facilitators?
6. What are the advantages and disadvantages of SDL?
Instructions for completing each question will be as follows.
 Students should present their work using essays or PowerPoints.
 Students should follow APA guidelines (i.e., peer-reviewed sources,
essays/PowerPoints summarized and synthesized).
 Each question should be addressed using two to four paragraphs.
 And to receive full credit, completed assignments must be uploaded (university’s
virtual classroom) before the due date.

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This discussion-based teaching approach allowed for questioning, listening,
responding, explaining and summarizing, synthesizing, and alternative
assessment. Discussion topics framed as questions rather than statements have
been shown to maintain students’ interest as well as facilitate learning (Aitken,
2015; Akin, 2014; Bartle, 2015; King, 2011; Thompson, 2011).
Learning Differentiations Relatedto Learning Styles, Diversity, or Disabilities
Best practices (Dee, 2010; Landrum, & McDuffie, 2010) inform us that to differentiate
instructions refer to curriculum developed with diversity components including students’ diverse
backgrounds, readiness to learn, language, and learning preferences and interests. In this course,
all students will receive questionnaires about disability issues as well as accommodations and
language preferences. Therefore, the online learning environments will adhere to students’
needs. Moreover, other learning factors are of equal values due to prerequisite requirements.
Authors’ Comments
Since the aim of the course is to prepare students for success in online learning
environments, the entire course will be taught via distant education or virtual classrooms.
Students will have access to several online libraries. The course includes textbooks and related
materials. Moreover, students will be assigned email addresses for the duration of the course.
All students will receive survey questionnaires three weeks before the course start date, which
must be returned 14 days before the course begins. Students should direct all questions or
concerns to student support (Instructions included in the questionnaires). Although the course
has structured timeframes, students will have standard distance education schedules as far as
submission of assignments (100% online).

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