Online and Offline Learning

New normal becomes a popular phenomenon amid the Covid-19 pandemic in 2020. Under the constraints of keeping social distance or even lock-down, online learning has been largely accelerated. Will online learning replace traditional offline face-to-face learning?

The discussion of this question could be from a multi-facet perspective. Here I would like to explore this question from a learning engagement perspective. Since researchers found that learning engagement is a key determinant of learning effectiveness and learning outcome (Clark, 1994; Hu & Hui, 2012; Liaw, Huang, & Chen, 2007), effective use of learning engagement practices would help teachers and trainers to increase the learning effectiveness. In Integral perspective, the question of online or offline learning is not “either or”, it is “both and” if the program design addresses learning engagement.

What is Learning Engagement

Learning happens when learners are meaningfully engaged in learning activities through interaction with others (Kearsley & Shneiderman, 1999). Learning engagement is the state that learners are motivated and behaviorally engaged in an effective learning process. The self-determination theory emphasizes that personal motivation influences an individual’s commitment and enthusiasm for learning, which makes a learning experience engaged. Learners show interest and take responsibility to participate and reflect what they learnt to improve their performance.

Face-to-face learning has advantages for learners to interact through Visual-Auditory-Kinesthetic learning styles. Trainers use experiential learning methodologies to optimize learning through various human senses. Although learning online in a virtual social environment could be a disadvantage, with the advancement in learning technology, online learning enables learning engagement if appropriate facilitation and methods are used. In other words, instructional design of learning engagement whether learning online or offline should thrive for a balance of using technology and caring for social learning.

Tips of Learning Engagement from Research Studies

Various studies shed light for teachers and trainers to engage learners to learn online or offline. Here is an overview of practical tips.  Csikszentmihalyi’s state of flow is close to the state of engagement. Under the conditions of flow, the experience is optimal, and the person is intrinsically motivated to learn for its own sake. The program design therefore needs to sustain learner’s attention and interest to learn by matching their skills to the learning challenges (Nakamura & Csikszentmihalyi, 2009). Also, the program design should create a psychological safe learning environment (Edmonson, 1999), so that learners feel ease to learn. In the learning process, learners are encouraged to interact with others, so that they will socially construct knowledge applicable in their work context (Piaget, 1951). No matter online or offline, the learning experience should achieve right mix of challenge, control, immersion, and interest to achieve the learning purpose (Whitton, 2011). Most important, the workshop contents should provide values of learning (Wigfield & Eccles, 2002), and relevance of learning to learners (Knowles, Holton, & Swanson, 2014).

References

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.

Edmondson, A. (1999). Psychological safety and learning behavior in work teams. Administrative Science Quarterly, 44(2), 350-383.

Kearsley, G., &Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Educational Technology, 38(5), 20-23.

Knowles, M. S., Holton, E. F., III, & Swanson, R. A. (2014). The adult learner: The definitive classic in adult education and human resource development. New York, NY: Routledge.

Nakamura, J., & Csikszentmihalyi, M. (2009). Flow theory and research. In S. J. Lopez & C. R. Snyder (Eds.), The Oxford handbook of positive psychology (pp. 195-206).  New York, NY: Oxford University Press.

Piaget, J. (1951). The child’s conception of the world. London, UK: Routledge.

Whitton, N., & Moseley, A. (2014). Deconstructing engagement: Rethinking involvement in learning. Simulation & Gaming, 45(4-5), 433-449.

Wigfield, A., & Eccles, J. S. (2002). The development of competence beliefs and values from childhood through adolescence. In A. Wigfield& J. S. Eccles (Eds.), Development of achievement motivation (pp. 92–120). San Diego, CA: Academic Press.