Critiquing e-Learning Knowledge

Critiquing e-Learning Knowledge

Reflection on the Course’s Four Learning Objectives

Principles and Philosophies of e-Learning

Throughout this course, I gained complete knowledge about the core principles that direct e-learning. The instructional design processes in digital learning platforms derive from constructivism, connectivism, and adult learning principles, including andragogy. These learning methods focus on three essential concepts: self-directed learning, practical application opportunities, and content and peer interactions. Understanding how knowledge building happens through active construction instead of passive reception sparked essential changes in my view about successful e-learning environments.

Current e-Learning Technologies and Models for Increasing Learner Success in e-Learning Environments

Students had access to multiple contemporary technologies across Learning Management Systems (LMS), adaptive learning systems, and collaborative tools during the course. The Community of Inquiry (CoI) framework assessment alongside the TPACK model demonstrated that meaningful learning requires the perfect intersection of pedagogical content and technological knowledge. My understanding of technology adoption has evolved for me to select tools for their engagement-driven learning results instead of novelty purposes only.

Assessment Practices and Tools for Supporting Education Practitioners and Learners in e-Learning Environments

I learned about assessment methods that prove successful for virtual student evaluation. The evaluation tools I examined included online quizzes, rubrics, discussion boards, and self-assessments that support learner feedback processes and reflective activities. The assessment process requires its learning objectives to be properly aligned, and teachers must maintain fair and inclusive practices for online assessments, which I now understand has strong potential benefits for both teaching and learning.

Research-Based Best Practices for Creating Positive e-Learning Experiences for Learners and Instructors

My educational journey involved investigating best instructional practices by studying materials and discussing them with classmates, specifically regarding the delivery of prompt feedback, developing instructor visibility together with content progression methods, and permitting students to take charge of their learning activities. The studies exposed multiple strategies demonstrating how instructors should create communities while selecting multimedia materials and providing student accommodations.

Key Learnings, Anticipated Learnings, and Closing Gaps in Learning

The keys to successful e-learning extend beyond information delivery into planned development combined with learner interest and uninterrupted assessment feedback. The evaluation process and the practice implementation of student-supporting learning tools became transparent to me. I want to investigate the process of creating e-learning formats suitable for people with disabilities and establish online environments that are culturally respectful. I will bridge my knowledge deficits by participating in UDl-based professional development and accessing webinars about inclusive online instruction strategies.

Research-Based Best Practices

The article from Roumell (2019) demonstrates that adult learners benefit from preliminary preparation for learning transfer when taught material is applied to practical scenarios and centered on personal examination. Self-assessment leads to better academic achievement, as Yan (2020) established that self-regulated learning connects these two elements. The theory integration between self-reflection cultural proficiency and self-determination theory by Ford (2019) gave me a better understanding of how professional development supports equitable learning. This research work confirmed that e-learning best practices depend on reflective practice and relevant subject matter while honoring student diversity.

Best Practices for Implementation in the Workplace and Their Impact on Learning

I aim to build more assessment methods that promote student feedback and develop social tools for enhancing a communal environment. The implementation includes multimedia content and discussion-based assessments, supporting different learning preferences. Such implementation methods drive better student involvement, knowledge retention, and learner satisfaction and simultaneously enable instructor growth by demonstrating efficient online teaching practices.

Views of e-Learning

When this course began, I considered e-learning an impersonal alternative to traditional classroom teaching. My perspective has shifted significantly. After being exposed to the appropriate design principles, e-learning is equally effective with traditional methods and student engagement through empathy and research-backed approaches. The ability to personalize learning.

Emerging e-Learning Philosophy

The foundation of my developing e-learning principles includes inclusive student environments, active student participation, and self-assessment. Online learning must welcome every learner while simultaneously addressing different learning requirements besides promoting analytical thinking, which ties to practical knowledge applications. Educators are responsible for creating active learning spaces where students experience respect and personal attention. Technology serves as a means that increases human interaction and educational gains rather than functioning as a substitute.

E-Learning Philosophy

The core components of excellent e-learning should consist of genuine student relationships, high involvement rates, and flexible adaptability frameworks. Student-led learning represents the fundamental base for successful e-learning practice because students build knowledge by being active participants instead of passive consumers. The emphasis of my philosophy includes constant feedback, culturally relevant content delivery, and developing student relationships through meaningful exchanges.

Using This Philosophy as a Guide

Designing e-learning systems following this framework enables me to create equally accessible experiences in which student data helps direct teaching and evaluation methods. All assessment materials will be authentic, provide structured feedback, and connect to defined learning targets. I will focus on community development, individual mentorship, and reflective learning practices when executing e-learning initiatives to advance student growth with trainer development.

References

Ford, A. (2019). Equalizing learning environments through a model of professional development converging critical self-reflection, cultural proficiency, and self-determination theory. Educational Planning, 26(3), 19–30. https://files.eric.ed.gov/fulltext/EJ1232195.pdf

Roumell, E. A. (2019). Priming adult learners for learning transfer: Beyond content and delivery. Adult Learning, 30(1), 15–22. https://doi.org/10.1177/1045159518791281

Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238. https://doi.org/10.1080/02602938.2019.1629390

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Critiquing e-Learning Knowledge

Instructions

In this Week’s assignment, you will use reflective writing as a critical thinking process, consider your knowledge of e-learning principles and practices, and then, write a self-reflection that discusses the following:
Reflect upon the course’s four learning objectives:

Critiquing e-Learning Knowledge

Examine principles and philosophies of e-learning.
Evaluate current e-learning technologies and models for increasing learner success in e-learning environments.
Evaluate assessment practices and tools for supporting education practitioners and learners in e-learning environments.
Assess research-based best practices for creating positive e-learning experiences for learners and instructors.
Write about what you have learned, what you would still like to learn, and how you can close the gap in your learning.
Review the course readings and your research conducted in this course and write about the research-based best practices.
What best practices would you like to implement in your place of work? What impact would you expect these best practices to have on learning in your workplace?
Reflect upon how your views of e-learning have or have not changed since the beginning of this course?
Your philosophy of e-learning will continue to evolve as you take additional courses. Please write about your emerging e-learning philosophy.
What is your e-learning philosophy?
How will this philosophy guide your work in designing, implementing, or evaluating e-learning programs or learner assessments?
Length: 3 pages, not including the cover page and reference pages
References:
Priming Adult Learners for Learning Transfer: Beyond Content and Delivery
Roumell, E. A. (2019). Priming Adult Learners for Learning Transfer: Beyond Content and Delivery. Adult Learning, 1, 15.
Roumell discusses the importance of self-reflection and how the transfer of learning into daily practice is important.
Critical thinking perspectives across contexts and curricula: Dominant, neglected, and complementing dimensions
Santos Meneses, L. F. (2020). Critical thinking perspectives across contexts and curricula: Dominant, neglected, and complementing dimensions. Thinking Skills and Creativity, 35.
Santos Meneses introduces the need to consider civic and ethical issues when thinking critically. With self-reflection thinking about social responsibility and ethical consideration helps develop a deeper connection to what has been learned and how this knowledge and be put to use.
Development and evaluation of an assessment tool for self-reflection
Thurner, V., Hammer, S., Ottinger, S., & Waldleitner, M. (2020). Development and evaluation of an assessment tool for self-reflection. 2020 IEEE Global Engineering Education Conference (EDUCON), Engineering Education Conference (EDUCON), 2020 IEEE Global, 605–612.
This paper presents a model to help students improve their self-reflection ability.
Equalizing learning environments through a model of professional development converging critical self-reflection, cultural proficiency, and self-determination theory
Ford, A. (2019). Equalizing learning environments through a model of professional development converging critical self-reflection, cultural proficiency, and self-determination theory. Educational Planning, 26(3), 19–30.
This article presents a model for self-reflection for professional development—the concepts of purposeful convergence, cultural proficiency training, and self-determination theory.
Self-assessment in the process of self-regulated learning and its relationship with academic achievement
Yan, Z. (2020). Self-assessment in the process of self-regulated learning and its relationship with academic achievement. Assessment & Evaluation in Higher Education, 45(2), 224–238.
This paper explores the relationship between the phases of self-regulated learning and academic achievement.
To see ourselves as others see us: student teacher reflections as articulations of ideology
Gardiner, R. (2020). To see ourselves as others see us: student teacher reflections as articulations of ideology. Music Education Research, 22(1), 15–28.
This paper explores learning to see ourselves as others see us as part of self-reflection.