**8. Individual learner activities**

6

Although the design and instructor facilitation features in the model overlap, each concept has distinct characteristics that help to inform design choices and instructional approaches. The model can be applied to both online student courses and related training for online instructors.

*Design and Instructor Facilitation Features*: Structure, Dialogue, Social Environment, Collaborative Control

> *Developing Learner Traits*: Autonomy, Self‐ Regulation, Target Skills and Knowledge

The model demonstrates how the theories of self-regulation and transactional distance and the practice of collaborative control can guide distance learning and teaching approaches. Although the design and instructor facilitation features in the model

overlap, each concept has distinct characteristics that help to inform design choices and instructional approaches. The model can be applied to both online student courses and related training for online instructors. In the latter case, the learner is the instructor.

To address the challenges inherent in eLearning, course designers and instructors must consider ways to facilitate effective student learning and course completion. In the process, students enrolled in the course can acquire lifelong learning strategies with broad applicability. Additionally, administrators, or those responsible for assigning instructors to courses, must ensure that these instructors are prepared for and skilled in online teaching. This can be accomplished through required instructor training

This section of the chapter identifies principles based on the theoretical model presented in Figure 2. The principles are designed to help learners be successful eLearners and to prepare instructors to make the transition from traditional pedagogies to those that

facilitate eLearning [27,30]. A primary consideration for instructors is communication with learners through dialogue and response strategies [22–24]. The discussion is organized around the three areas of the model of eLearning and eTeaching (see

To address the challenges inherent in eLearning, course designers and instructors must consider ways to facilitate effective student learning and course completion. In the process, students enrolled in the course can acquire lifelong learning strategies with broad applicability. Additionally, administrators, or those responsible for assigning instructors to courses, must ensure that these instructors are prepared for and skilled in online teaching. This can be

In the latter case, the learner is the instructor.

**Figure 2.** Model of eLearning and eTeaching.

*Individual Learner Activities*: Forethought, Performance, Self‐ Reflection

**Figure 2.** Model of eLearning and eTeaching.

**<H1>Applying the model: Principles and practice** 

that models the student online learning experience.

how the three theories work synergistically to improve the online learning experience.

40 E-Learning - Instructional Design, Organizational Strategy and Management

**7. Applying the model: Principles and practice**

While every online course contains a variety of learner activities, the focus in this section is on those related to the three phases of self-regulated learning: forethought, performance, and selfreflection. For purposes of delineating this portion of the model, both students and instructors are considered learners; both are applying the principles of self-regulated learning in their respective courses—students are learning about a specific content area or discipline or acquiring a related skill while instructors are honing their online pedagogical skills. The courses provide the opportunity for individuals in each group to set goals, apply strategies, and reflect on their performance. An additional benefit of these self-regulated learning activities for instructors is that they are experiencing what their students will be doing in the student course. It is strongly recommended that these activities be required so that all learners will benefit from them.

The forethought stage of self-regulated learning can be integrated into online courses and online teacher training through activities that help individuals examine their beliefs about learning, diagnose their strengths and weaknesses in the subject area or in relation to needed teaching and learning strategies, and to set goals [28, 29, 31]. The six-component framework in Figure 1 can help learners generate areas of focus for goals as can some type of diagnostic evaluation. The forethought stage should be initiated at the beginning of the course, possibly in the introductory module of a course. It helps set expectations for learner responsibility and raise awareness of course content.

Next, the performance stage involves the use and monitoring of strategies. Strategies should be introduced and linked to the assignments in the course. For example, if students are required to compose a writing assignment, part of the instruction for the assignment might include strategies for revision and editing or learning how to evaluate the appropriateness of sources [34]. It could also involve discussion of the particular genre expected, e.g., a critique of an art exhibit for an art class or the summary of an academic journal article for a psychology course. In keeping with the six dimensions of self-regulated learning [17-21], strategies could also be introduced related to effective time management or evaluating the physical environment to determine its conduciveness to learning. In the teacher training course, strategies would include those related to online pedagogies such as using whole-class feedback rather than responding to students individually, providing supplementary materials to address identified learner weaknesses, facilitating a discussion board, or incorporating the use of a new form of technology [27, 29, 30].

The third and last area, self-reflection, is designed to help learners evaluate the benefits of the various strategies they have applied. They can then examine reasons for their outcomes and modify their methods accordingly. "Overall, the available research evidence suggests that promoting self-reflection, self-regulation and self-monitoring leads to more positive online learning outcomes. Features such as prompts for reflection, self-explanation and self-moni‐ toring strategies have shown promise for improving online learning outcomes" [35, p. 45]. As such, this is critical for students and also important for teachers as it involves taking the time to carefully consider teaching approaches and also to experience directly what they are asking their students to do. Possible activities for each of the three areas are summarized in Table 1.



include those related to online pedagogies such as using whole-class feedback rather than responding to students individually, providing supplementary materials to address identified learner weaknesses, facilitating a discussion board, or incorporating the use of a new form of

The third and last area, self-reflection, is designed to help learners evaluate the benefits of the various strategies they have applied. They can then examine reasons for their outcomes and modify their methods accordingly. "Overall, the available research evidence suggests that promoting self-reflection, self-regulation and self-monitoring leads to more positive online learning outcomes. Features such as prompts for reflection, self-explanation and self-moni‐ toring strategies have shown promise for improving online learning outcomes" [35, p. 45]. As such, this is critical for students and also important for teachers as it involves taking the time to carefully consider teaching approaches and also to experience directly what they are asking their students to do. Possible activities for each of the three areas are summarized in Table 1.

**Student Course Instructor Training Course**

⋅ Introduction activity in which teachers post information on a discussion board about themselves, their teaching or professional backgrounds, and their purpose for teaching online; posts can be written or oral (video recordings); teachers are required to respond to a specific number of peer posts. ⋅ Appoint teachers to take turns to facilitate the discussion board throughout the semester to practice the skills they will use in the course they are teaching. ⋅ Introductory writing assignment stating previous experience with online learning and reasons for wanting to learn more. Peer or trainer response to assignment.

technology [27, 29, 30].

**Learning can be improved through identifying the purpose for learning, goal-setting, and examining beliefs about learning (forethought); learning, practicing, and monitoring strategies**

**performance against a self-imposed or external benchmark, and modifying goals and strategies as needed (self-**

Forethought ⋅ Introduction activity in which learners

42 E-Learning - Instructional Design, Organizational Strategy and Management

peer posts.

confidence.

post information about themselves, their background in the subject area, and their purpose for learning; posts can be written or oral (video recordings); learners are required to respond to a specific number of

⋅ Appoint students to take turns to facilitate the discussion board throughout the semester to increase comprehension of the subject matter and help them gain

⋅ Introductory writing assignment stating previous experience with the subject area and reasons for wanting to learn more. Peer or teacher response to assignment.

**(performance); measuring**

**Principle**

**reflection).**


**Table 1.** Activities for the Three Phases of Self-regulated Learning
