**6. Theoretical integration**

who discusses his use of methods of learning, specifically, taking reading notes and composing

Taking this course helps me to know how important it is to use my study materials. Throughout my junior and high school, I always thought that using my study materials was a waste of time because I thought that I wouldn't really understand if I used my study materials compared to asking my teachers to explain how to do the activity. Every time I read an assignment my mind was not really focused. I didn't pay attention so I ended up not knowing what the assignment was all about. I didn't make notes of what I read or write down questions as I read the assignment or paragraph. But today I can say that using my study materials is really important. This quote provides evidence that the learner has become more autonomous through the use of methods of learning. Instead of relying on the teacher to explain assignments, he has recognized that he can read, take notes, and write down questions to help him understand the

Two other theories have relevance to online course design and instructor support and can be integrated with the self-regulated learning framework. The first is the theory of transactional distance [22-24]. This theory has three components: structure, dialogue, and autonomy. Structure is provided by course materials, content, assignments, and deadlines, which are fixed prior to a course being made available to students. Structure is a helpful pedagogical tool as it provides learners with predictability in determining how the course is organized, sequencing of instructional modules and assignments, and deadlines for assignment submission. Gener‐ ally, courses are designed so that each lesson has the same sections and various pages in the course have the same formatting, similar to a textbook. This helps learners know what to expect as they progress through the course. A course syllabus is also part of the structure as it guides students through the course and its requirements and provides needed information about policies, procedures, requirements, and grading. Structure can also be provided through communication for the purpose of guiding and supporting learners. This communication is referred to as dialogue, and includes any type of exchange or interaction in a course. It can be among the learners or between learners and the instructor. It includes course features such as discussion boards, peer review of assignments, instructor announcements, instructor feedback on assignments, student questions, e-mail, and live conferencing. Dialogue provides sociali‐ zation, particularly through peer interaction. Instructor dialogue can motivate learners, help them identify their strengths and weaknesses, and assist them in making needed improve‐

The amount of structure and dialogue in a course affects autonomy, which is defined as choice characterized by elements of self-direction. Lower levels of structure and dialogue support greater levels of autonomy. Some learners are able to function well with low levels of structure and dialogue while others need greater support. Autonomous learners are able to determine

study questions.

ments.

material. This indicates self-regulation.

**5. Transactional distance and collaborative control**

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

Figure 2 demonstrates the integration of various aspects of the three theories. Online courses that require learners to engage in forethought (goal-setting), performance (strategy application and monitoring), and self-reflection (review of progress); that are designed with a specific structure (organized content), opportunities for dialogue (peer and instructor communica‐ tions), use of the social environment (help-seeking), and collaborative control (learner and teacher collaboration on tasks), all of which are facilitated by the instructor; and that use these features to help learners gradually develop greater autonomy (capacity for self-direction and making choices), self-regulation (ability to control factors affecting learning), and targeted skills and knowledge (course content and related outcomes) as they set goals, apply what they are learning, and reflect on their learning demonstrate how the three theories work synergis‐ tically to improve the online learning experience.

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

6

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

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

that models the student online learning experience.

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. 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

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

be applied to both online student courses and related training for online instructors. In the latter case, the learner is the instructor.

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 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

accomplished through required instructor training that models the student online learning experience.

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 Figure 2). For each area, key principles are identified with examples of applications for a student course and an associated teacher training course.
