| | AUGUST - 20238IN MY OPINION Universities are putting significant funds and effort toward growing their online learning portfolio for both credit-bearing (degree seeking) and non-credit (continuing education) offerings. One challenge faced with online learning is the human-technology interface and beliefs. There are numerous misunderstandings about online learning that reside with both instructors and students. These misunderstandings lead to beliefs that can act as bumps in the learning for students. We need to identify and address the core issues that lead to these beliefs as online learning will continue to grow in higher education.StudentsOnline students bring the same misconceptions about learning as face-to-face (F2F); as well as beliefs about technology and learning online. A few common misconceptions that lead to bumps in the human-technology interface:• Learning only takes a few minutes- not much time. o Learning requires time. While you can get a quick “tip” or develop awareness through watching a short video, this will not lead to mastery of skills or knowledge. There is some new research suggesting some revisions to the number, however it is still accepted that achieving mastery requires significant time (i.e., 10,000 hours).• Online learning is the same as remote learning. o Online learning requires courses to be fully designed, meet a set of established standards for online course design, comply with federal regulations (e.g., ADA, Copyright), and should be designed to fully engage the learner. Remote courses predominately use live streaming lectures that turn the learner to a passive observer. o Online courses allow greater support in development and teaching. For example, we have a team of media developers, online learning experience for designers, required ongoing faculty education, and embedded coaching for the instructor.• Learning doesn’t require much effort, just listening. o Listening is a good way to gain information, but the real learning comes when you use that information and have multiple opportunities to practice the skills and application of information with guiding feedback.o Learning is not passive. Extensive research shows that active learning and active teaching leads to higher levels of learning.• Online courses are a series of videos with multiple choice quizzes.o Online courses should engage the learner utilizing a variety of approaches such that the learner interacts with the content, other students, and the instructor in ways that focus the mental and physical activities on targeted learning outcomes.o Videos and lectures are efficient ways to deliver information and show demonstrations but are not sufficient on their own to directly lead to the intended learning. If the course only provides information, then the learner is left on their own to learn the competencies, skills, and application of information.InstructorsOnline instructors often begin with limited understanding of what is possible from the online learning technology. Additionally, many instructors in higher education are used to a teaching pattern where the first time they teach a course they are building it as they are teaching it. In later iterations of teaching the course, often their preparation time is predominately short before teaching. These two factors drive incorrect perspectives such as:ATTENDING TO THE BUMPS IN ONLINE LEARNINGBy Sam Spiegel, Vice President for Online Education, Colorado School of Mines
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