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What Type Of Learning Styles Lead To Online Participantion In The Mixed Mode E Learning Enviornken
We think of coursework and learning as being one and the same. But they are not. Taking and sharing actionable knowledge about an issue can only be beneficial to us if we can share our knowledge with others, and in that they might gain some insight on the question we are pondering. The question we are pondering is, “Why do e-learning coursework include a mixed mode construction and teaching method?”
This post is to help answer this question for e-learning executives. Mixed mode structures seem to be most effective in instances when the instructor is focusing on deeper learning. For example, in programs like Wired To Learn, coursework is divided into three categories: general, enrichment, and instructional.
However, we think of the mixture of formal coursework with online interactive teaching and feedback as making up e-learning coursework. In fact, from our qualitative research, we came to view the mixed mode construct as “e-learning coursework,” to describe their online environment, where they use more the formal structure and “teachable” elements such as competency development and blended learning elements to fulfill objective requirements. As a result, this mix suggests a larger e-learning participant drive.
What does this mean for e-learning coursework professionals? They should be able to use key learning styles that are responsible for the larger e-learning coursework population’s highly interactive level of participation. For the Executive level, this means executives should not have to rely on standards like AASI for a method of teaching or learning. Instead, Executives should be able to examine the various learning styles that can exist in an executive education program — through benchmarks they can use to keep their programs in sync with e-learning benchmarks. We define key learning styles as three types of e-learning learning constructs.
• Pivotal Styles
These styles allow for multi-directional or synthesize types of learning. They enable learners to grow in a manner that can be duplicated by fellow students and peers. Pivotal Styles are those that we have identified in our research to also help e-learning coursework leaders remain focus on the mission and value of the program, while guiding them towards the optimal medium to accomplish that mission.
Pivotal Purpose Skills Bridge Study Styles Pivotal Application Skills Bridge
As a result, executives can build holistic e-learning programs that simultaneously provide unique benefits. For example, in blended e-learning environments, one student (typically a student from other disciplines) can be transformed into a teacher, engaging a student to think and teach. While all the teacher does is review what happened in class, the instructor can contribute to the dialogue, and clarify the specifics of the topic of the lecture. This creates a stronger learning experience and teaches learners that there are multiple domains of interest and skill they can pursue within the e-learning program.
• Adopt a co-curricular model
This is an approach where the curriculum and program leadership are recognizing and supporting experiential learning, giving faculty the role of co-curricular partner and contributor to program success. For example, faculty can give examples of strategies that went well, and review mistakes and lessons learned — about their experiences for the next time. They also can provide some objective guidance for the learner, and clarify that there is sufficient subject matter to assess and deepen learning.
From the executive level, this mode of learning would allow for not only ideation and experimentation in e-learning, but also for plan revision and e-learning piloting and learning before launch and updates. In co-curricular program models, industry experts from multiple industries will help disseminate the best practices for e-learning.
Understanding the different learning styles and tailoring the e-learning experience to fit within each of these models is invaluable in attracting the desired range of student engagement. One way to do this is to create a whitepaper as resources for the blended program leaders.