Literature Review

The purpose of this literature review is to learn the effectiveness of using online learning, including synchronous and asynchronous delivery, as compared to traditional classroom instruction. I am also interested in the ability of online learning to distribute knowledge over long distances. Finally, I examined the role the instructional approach plays in online learning, including instructor preparation and course design.

Online Learning vs. Classroom Instruction

There have been numerous studies conducted comparing online learning to traditional instruction. In general, most research concludes that e-learning is at least as effective as traditional methods. Blake, Gibson and Blackwell (2003) note 248 studies show that online learning is just as effective a classroom instruction. Online learning's equality with classroom instruction is true for a variety of subjects. Some examples include agricultural economics (Batte, Foster & Larson 2003), Government (Botsch & Botsch 2001) and financial management (Ashkeboussi, 2001).

Other studies suggest online learning may have an advantage or even superior way of learning (Johnson, 2003). Thirunarayanan (2001) in comparing pretest and posttest scores with online and classroom students showed measurable advantages for online learning, while Allen, Mabry, Mattrey, Bourhis, Titsworth & Burrell (2004) found marginal improvements in their research.

Research also affirms most students are just as satisfied with the online experience as the traditional classroom. In a study related to a course taught both online and in the classroom, Ashkeboussi (2001, p.133) observes "...there were no significant differences between the two groups' regarding their feelings about web utility, interactivity (students/students, and students/instructor), learning experience, and overall satisfaction for the Financial Management course delivered on-site or online."

Despite the mostly positive picture of online learning, there is no guarantee of success or effectiveness of online training for every application. A study conducted at Michigan State University showed that students in the classroom performed much better than online students for an economics course. The results suggest online learning works better for basic concepts but is lacking for "developing complex analytical skills." (O'Connell, 2002)

There are many economic advantages to online learning. They include cost savings in travel, physical locations, time away from work, re-use of materials and timely updates (Blake, Gibson & Blackwell, 2003). Although the initial start-up costs for online learning may be high, the long-term return on investment is often worth the cost. Since businesses are rapidly moving to cut costs, e-learning can provide substantial savings. "Lacking the logistical expenses of instructor-led courses, e-learning can be developed and delivered more quickly and at a reduced cost" (Gregory, 2002, p.1). The savings can be sizable. Pharma giant Bayer claims to have reduced its training costs by 75% by moving to e-learning (Goodwin, 2003). Wisconsin Healthcare also moved from traditional instruction to e-learning and saved over $700,000 in its first six months of usage. Training magazine states that companies save between 50-70% when they transition to e-learning (Gregory, 2002).

In eth report by the Commission on Technology and Adult Learning (ASTD/NGA, 2001, p.4 ), it states, "e-learning also holds enormous potential as a tool for reducing costs of workplace-related education and training." However, the same report is careful to note that the "justification" for e-learning should not be limited to economics alone. The instructional benefits must also justify online learning.

Watts (2003) argues that online learning's economic benefits can get in the way of a sound instructional strategy. Online learning can offer the best of both worlds; both cost savings and effective instruction. Whether used as a blended solution to improve classroom instruction, or as a replacement to traditional teaching, web-based learning has distinct advantages going beyond economics. The concern is effective online instruction may be compromised when focus is limited economics, and the effort to reach as many students as possible.

Distributed Learning over Long Distances

Online distance learning may very well become the standard for future instruction (Johnson, 2003). Distance learning has some clear advantages. First, it reaches large populations of learners (no longer restricted by a limited number of classroom seats). Second, it reaches small pockets of learners spread over a wide geographical areas. Finally, it attracts learners who desire to manage their own learning (Hughes, 2004).

Distance learning also has the potential to facilitate communities of learning. In one study, students in Maine and Hawaii were brought together to share learning. Both asynchronous and synchronous tools were used for collaboration. What resulted was an amazingly successful learning community. The following describes the benefits of the learning community as discovered in this example:

"Learning communities are effective formats for nurturing academic success
and for fostering a sense of solidarity and well being by reducing the distance
between students...The absence of an in-person, face-to-face classroom is
less important than the experience that affirms the individual and collective
efforts of students and teachers. As much as the use of technology serve to
reduce that distance by enhancing the sense of community among students
and teachers (Romanoff, 2003)."

In another case study, a virtual university was established to meet the needs of students living in Arctic regions from multiple countries and cultures. Again, a powerful learning community was established with the help of learning portals, asynchronous and synchronous learning. The program benefited not only from technology, but also from a shared vision and a focus on shared knowledge (Hughes, 2004).

Synchronous and Asynchronous Learning

Synchronous learning allows for real-time access to both instructors and students. Since it is online, there are few geographical constraints, only the need to have access to a computer and the internet. Asynchronous instruction is neither limited by location or time. Learners have the freedom to complete assignments or to correspond with instructors and fellow student in their own time. Combined learning methods like synchronous and asynchronous instruction are often referred to as "blended" learning. Many practitioners are recommending a blended approach because it appeals to multiple learning styles and helps to meet a variety of learning objectives (Hoffmann, 2004).

The real-time advantage of synchronous learning for interaction and developing a sense of belonging with a learning community is compelling. This is evident even when dealing with multiple time zones and learners spread over wide geographical areas. In the example of the Arctic University (Hughes, 2004), the program initially offered on asynchronous learning because of concerns over time zones. However, it was the students that requested for a synchronous chat feature to be added. Students were willing to participate in the chat sessions, even in early morning hours.

Synchronous learning has many of the same advantages of face-to-face classroom instruction, but with added advantages of flexibility, cost savings, and allowing students and instructors to collaborate over vast distances. Like the classroom, online synchronous learning allows the instructors to respond to the unique and changing needs of students. It allows for teachers and other students to become real-time resources to the learner. Finally, learners can "explore each others' meaning and understanding" (Ingis, Ling & Jossten, 2000).

Despite the appeal of synchronous learning, asynchronous methods may still have the advantage of attracting certain students. Anderson (2004; Ch. 2) explains the major motivation of online learning for students is not physical access, but the desire to move through materials at their own pace. This desire for learner independence should be considered carefully when offering online learning. A balance between both independent and collaborative learning should be achieved whenever possible.

Instructional Strategies for Online Learning

Effective online instruction is about learning. In the Toward a Theory of Online Learning (Anderson, 2004; Ch.2), the author defines this as "learning centered." The primary focus then in designing an online course is to focus on collaborative learning rather then teaching. When Hughes (2004) reviews what works best in a successful distance learning program, she mentions the advantage shared learning has over traditional learning and structured methods of incorporating knowledge into course materials.

Online strategies that include a major emphasis on interaction were a common theme in my research. Ngwenya, Annand & Wang (2004, p.321) in discussing Garrison (1989), an advocate of interactive learning state, "Garrison argued that the dialog and debate were essential for learning, because these forms of two-way communication allowed learners to negotiate and structure personally meaningful knowledge." Interaction has a number of functions in online learning. Anderson (2004, Ch. 2, p.43) sites Sims (1999) in defining these functions as: "allowing for learner control, facilitating program adaptation based on learner input, allowing various forms of participation and communication, and acting as an aid to meaningful learning."

Online learning also has the advantage of offering a more non-threatening environment. An important strategy is to utilize asynchronous instruction that allows for anonymity. The anonymity of using text allows for more openness and time to formulate a response (Blake, Gibson & Blackwell 2003).

In addition to interaction, online learning strategies should emphasize a learner-centered approach. This means ensuring course participants feel welcomed and actively involved up front when the course begins. It is also providing an atmosphere that is comfortable, safe and creates trust. The online instructor learns about the student's prior knowledge up front and "any misconceptions the learner starts with in their construction of new knowledge (Anderson, 2004; Ch. 2)." Another way to benefit the learner is to facilitate "Situated Learning." Situated Learning emphasizes learning directly to the job or their "own space." This helps the learner to conceptualize the learning. (Ally 2004). Finally, an effort should be made to customize the content to meet a students unique needs, background and learning style (ASTD/NGA, 2001).

In order to ensure an interactive and learner centered outcome, it is necessary to provide quality instruction and course design (Anderson, 2004, Ch. 11). Instruction can be particularly challenging since the teacher is unable to rely on face-to-face observation to measure interaction or reactions. Instead, the online instructor must rely upon a variety of tools to encourage and measure participation. For the synchronous event this may include whiteboard sessions, chat, polling, and questioning. An online teacher should be: collaborative, an online learning advocate, a broadcaster, flexible, good under stress, and a multi-tasker. (Hofmann, 2004).

Anderson (2004, Ch. 11) identifies three keys to effective online teaching: Cognitive presence, social presence and teaching presence. Cognitive presence refers to the support and development of critical thinking skills. Social presence is needed to ensure students are able to express themselves in a safe environment. Finally, a strong teaching presence reflects organization, subject matter expertise and the ability to encourage discourse. Horton (2004) also states virtual teachers need to prepare well and online learning should be "active, fun and effective."

Effective instructional design is also important to online instruction. Instructional designers need to have an understanding of online learning and be trained in online instructional techniques. Also, it is important to consider the role subject experts, interaction of students, instructors and quality all play in online learning (Harvey, Cookson, Meerabeau & Muggleston, 2003). Because of the unique needs of online learning, the design should reflect the following: flexibility, designing a personal presence, conversational dialog, learning objects (for reuse), control of timelines, and a mix of media (synchronous and asynchronous). "Thus, the challenge for teachers designing and organizing the online learning context is to create a mix of learning activities that are appropriate to student needs, teacher skills and style, and institutional technical capacity" (Anderson, 2004; Ch. 11, p.279).

Summary

Most of the research suggests online learning is at least as effective as traditional classroom learning. This makes it particularly attractive when you compare the potential cost savings of online instructions. However, the instructional benefits should also be considered in justifying online methods. Online learning also offers advantages for distance learning, including reaching learners spread out over large geographical areas and in multiple time zones. If managed effectively online learning enables learning communities to thrive for distance learners.

Both Synchronous and Asynchronous methods have their advantages. Most research indicates effective online learning courses will utilize both methods, often called a "blended" approach. Online instruction should be both interactive and learner centered. Because of the unique challenges of online learning, it is important to have instructors and designers that are qualified in online instruction.

There is enormous potential for online learning in the years to come. As reported by the ASTD/NGA (2001, p.4), "The Commission on Technology and Adult Learning foresees a future
in which e-learning allows learning to become a continuous process of inquiry and improvement that keeps pace with the speed of change in business and society."

The online learning advantage should also play a key role in the future of biotechnology. "Biotech companies that want to excel in the face of breakneck change and demands to do business faster and smarter will embrace e-learning. Through the wonder of the internet, it offers a practical and affordable way to foster the kind of learning culture required of successful knowledge-based companies in the 21st century" (Gregory, 2002, p.2).

REFERENCES

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Ally, M (2004) Foundations for Educational Theory for Online Learning. Theory and Practice of Online Learning. Ch.1. http://cde.athabascau.ca/online_book/

Anderson, T (2004) Toward a Theory of Online Practice. Theory and Practice of Online Learning. Ch.2. http://cde.athabascau.ca/online_book/

Anderson, T (2004) Teaching in an Online Learning Context. Theory and Practice of Online Learning. Ch.11. http://cde.athabascau.ca/online_book/

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ASTD/NGA (2001). A Vision of E-Learning for America's Workforce. Report on the Commission on Technology and Adult Learning. www.astd.org.

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