Online Learning Systems

Hargis and Schofield (2007) define Online Learning Systems as “distance learning in the form of a course taught mostly on the internet rather than in a traditional classroom” (p. 34). It allows educators and to lead students to both guided and self-directed sessions, where the internet is used to maximize the exposure to the content area they are studying. The practitioners’ ability to integrate and fuse the appropriate learning theories, students learning styles, available technology, and the learning objectives is the key to success in the implementation of an online learning system (Hargis and Schofield, 2007). Coughlin and Lemke stated "Although we often picture them [our students] as technology experts—engaging in multiple texting or instant messaging conversations while listening to music on iTunes and browsing the Web—most children and youth don’t know how to use technology as informed consumers, intelligent learners, creative producers, and effective communicators" (Coughlin & Lemke, 2009, p. 54). These learning systems incorporate teacher-screen websites so that students are provided with good direction for finding accurate information. Instead of being a knowledge provider, technology allows the students to devote attention to a more global facilitation of learning. Students become self-directed learners and active participants in the construction of their own knowledge.

Hargis and Schofield (2007) made a powerful statement, “In the online classroom setting, there is a cultural shift from the importance of possessing knowledge in one’s own memory, often received through teacher lecture, to the ability to effectively search for and use information needed for particular purposes. Therefore, it becomes increasingly important for learners to possess 21st century skills in computer technology for information literacy” (p. 39). Coughlin and Lemke (2009) added, "At this juncture in history, we have two choices: We can either leverage the democratization of knowledge and the power of participatory, authentic, and multimodal learning in the service of our students, or we can continue with current practice and careen down a path to irrelevancy" (pg 59). We will be doing the students a great disservice by sheltering our students from the digital world. Technology has been shown to help students acquire knowledge and skills or modify learning dispositions. As declared by Gillard and Bailey (2007), “technology can make a significant positive impact on the quality of teaching and learning, the level of student motivation and engagement, and the intensity of career preparation” (p. 87).
Reference:

Gillard, S., & Bailey, D. (2007). Technology in the classroom: Overcoming obstacles, reaping rewards. The International Journal of Learning, 14(1), 87–93.

Hargis, J., & Schofield, K. (2007). Integrating Online Learning into Elementary Classrooms. In P. Adamson, B. Adamson, & N. Clausen-Grace, et al (Eds.), What Works in K-12 Online Learning (pp. 33-47). Eugene, OR: International Society for Technology in Education.

Lemke, C., & Coughlin, E. (2009). The change agents. Educational Leadership, 67(1), 54–59.

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