effective online learning

We envision learning on iversity as learning in a social network. Therefore, we created a social experience for our users that enables them to interact with each other in ways that they are already familiar with from social networks.

The messaging feature, for example, allows learners to privately communicate with others on the iversity platform through a convenient messenger system – one on one as well as in groups. Learners can message each other regardless of whether or not they attend the same courses. All they need to do to start a conversation, is to search the user directory.

When searching for another user on our platform, learners can identify other learners who are members of the same organisation. This is a useful feature to help facilitate communication among people belonging to the same company. However, an organisation is not visible to non-members. That way only members of the same company can recognise each other as such. This is how we avoid harassment of our users, for example by headhunters or competition. Another way to ensure the learner privacy in a social network is the possibility to block other users in order to prevent spamming and other annoyances.

 

Learning in a Social Network – Messaging Feature

 

The messaging feature also allows for group conversations. Here, learners have the possibility to add new members at any time or leave the conversation if they wish to do so. This allows users to turn to their peers when facing a problem and solve it together as a group. The feature makes it easy to exchange ideas and discuss assignments with more than one person; while keeping the discussion among a select group of peers, instead of the entire course community.  Learners also have the option to name group conversations. This makes it easier for them to distinguish between multiple group chats – because convenience is key.

While the discussions feature is course public and intended solely for exchanging thoughts about the course content, the messaging feature can of course be used for personal chit chat among peers inside our social network.

Community Managers – Facilitators of Learning in a Social Network

A course member can be appointed community manager by the course admin and thus gains access to special messaging functions. He or she can send announcements – email messages that are sent to either all course participants or specific subsets of the group – e.g. in order to draw attention to specific posts that are particularly relevant, helpful or controversial. They can also contribute content of their own in order to provide inspiration or feedback. Through announcements, learners of a course are further encouraged to engage with the course content and to think outside the box. Thus, they help with community management and tutoring. They can provide learners with assistance regarding the substance of the course and help to ensure their successful progress throughout the course, fostering effective online learning in a social network.

Recent Activities in a Course

On the dashboard page, learners can see a short preview of recent activities. Like in the picture below, they can see who joined the course, as well as who posted a comment or an entry to the Learning Journal. Much like the newsfeed feature in other social networks such as Facebook or Twitter, the recent activity overview allows users to see at one glance what is happening in a course. This enables them to find recent contributions, active discussions and to connect with other learners – even when they have been absent from the platform for a couple of days. Seeing other users’ activity is a key motivating factor. Instead of learning in isolation you can see what assignment your colleague has been working on yesterday. This can create a healthy form of competition. It also helps to create a sense of belonging where learners feel that they are part of an active community of peers.

Learning in a Social Network – Recent Activity Feed

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In previous posts, I talked about learning as a process, the elements of the learning process, and our formula for online student engagement. Particularly student engagement (or the lack thereof) as measured by completion rates is often seen as key metric. And to some extent this makes sense. If you are disengaged you won’t learn. But engagement is just the necessary condition for learning. It is what learners do while they are engaged that determines the actual outcome of learning. Therefore, including all three elements of learning in the learning process is the sufficient condition for effective online learning.

High-quality content and storytelling ensure engagement. Active and social learning ensure that learners gain a comprehensive and deep understanding. An understanding that goes beyond the ability to regurgitate facts and answer basic questions.

How do we know this? Because instructional designs that include all three elements (content, context and community) cover all steps of Bloom’s Taxonomy of Learning (2001 revised edition, Taxonomy of Educational Objectives was originally published in 1956). Ok, let me put this in normal words and less jargon.

Bloom’s Taxonomy Explained

The reason why fun, active, and social learning is effective is that different activities build on each other. These learning activities progressively lead the learner to a deeper and more comprehensive understanding of the subject matter at hand. At first, after watching a video or reading a text, learners know that a given fact, phenomenon or theory exists. They may also understand it well enough to answer basic questions about it.

But only when they take this new knowledge and apply it in a different context – for example by working on a case study – do they gain a deeper understanding. By analysing and evaluating other people’s work, learners have to confront alternative perspectives and approaches grappling with the same topic. Creating their own work – reflecting on the subject, solving a word problem, drafting a presentation or plan – ultimately demonstrates whether they have mastered the subject at hand. If an online course includes all of these activities, learners will not only know more. They will also be able to apply their knowledge and, most importantly, act differently in practice. THAT is what we mean by effective online learning.

elearning May Be Cheap, But It’s Not Effective Online Learning

Traditional elearning (e.g. in the form of web-based trainings or WBTs) is not much more than an interactive textbook. It’s essentially broadcast learning, where learners passively consume content in isolation. This works well if the objective is to provide them with basic knowledge. They can familiarise themselves with a topic and gain a basic understanding. But this will do relatively little to affect their performance on the job. To change attitudes and behaviour, learning activities have to cover more – ideally all – steps of Bloom’s taxonomy.  

Bloom's Taxonomy - traditional elearning vs effective online Learning

In other words, to achieve the learning outcomes in corporate training and professional development, we need a L&D format that does not just simulate learning. We cannot speak of effective online learning unless it affects the learners’ performance on the job. We design iversity PRO courses on the basis of this understanding of learning and with this objective in mind. The feature set of the iversity platform not only supports a broad range of effective online learning activities. It also provides a variety of ways for users to interact. Organisations can also use the iversity platform in order to host courses that follow these design principles by setting up a branded academy.

Learners reach advanced learning outcomes because we cover all steps of Bloom’s taxonomy and embed content and assignments in a social context. This new form of effective online learning makes it possible to learn topics online that were previously thought impossible to learn effectively in a digital environment. Prime examples of such topics are leadership, communication, and change management.

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