Theories of Online Learning

 

An important theory of online learning is based on the traditional theory of education known as constructivism. Constructivism theorizes that students learn through active participation in developing knowledge. By incorporating previous experiences to apply meaning to acquired information, students construct their own knowledge of the real world. As technologies have improved and increased, the theory of constructivism has become even more prevalent as a theory of online learning. Many key components of constructivism, including applying real-world scenarios, applying personal experience to knowledge construction, scaffolding provided by the teacher, collaboration, and self-reflection collectively aid the success of online learning.

Cognitive load theory is another prominent theoretical model associated with online learning. The focus of cognitive load theory is the working memory and the categories of cognitive load that can fill the capacity of working memory. Cognitive load categories include intrinsic load, extraneous load, and germane load. Intrinsic load, which is typically a fixed load, refers to the difficulty of the subject based on the learner’s previous knowledge. The extraneous load consists of external factors not related to the content being learned. This includes unnecessary information, redundancy, divided attention, and improper design of materials that overload working memory. Germane load refers to the mental processes of integrating new information and storing it into long term memory. For online learning to be successful, instructional materials should be explicitly designed to reduce extraneous load and strategies to increase germane load (such as reflection) should be employed.

A third theory of online learning is connectivism. Connectivism is a relatively new theory of education that focuses on social connections through online interactions. While focusing on online socialization, connectivism incorporates components of traditional theories of education including social cognitive theory and constructivism. The difference, however, is that this theory was developed by considering how students use technology and designing similar online socialization environments for educational instruction. Connectivism embraces diversity, autonomy, and open communication between students as they network and socialize as a community of learners.

Most online learning formats are either synchronous or asynchronous. Synchronous online learning requires students to be actively online and participating at the same time as specified by their instructor. Students advance through content topics as they are made available, usually weekly. Synchronous learning often includes a scheduled weekly online meeting with the teacher which students are required to attend. Asynchronous online learning allows students more flexibility and freedom with completing learning tasks. All required learning content is available from the first day of class and students work through topics at their own pace while meeting due dates for assignments. Also, asynchronous learning typically does not require any scheduled online meetings.

Online learning is beneficial to many students, especially students with a high level of motivation and good time management skills. Some advantages of online learning are flexibility, convenience, accessibility, affordability, deeper learning (better understanding of content), and socialization through online learning interactions can be easier for some students. Some disadvantages of online learning are feelings of isolation due to less face-to-face interactions, internet and technical issues can disrupt access to learning, more screen time can be physically damaging (especially blue light to the eyes), distractions easily interrupt focus, and no hands-on learning experiences.