For online learning to be impactful, there must be emphasis on the interdependent components that influence pedagogy. These components – instructional strategies, learning activities and learning technology must be carefully analyzed and selected, so that they add value and transform the interaction of individuals in the learning environment. While they can be used independently, the components provide a level of flexibility for the instructional designer (Dabbagh et. al, 2019) when combined, because of the interactive approach to learning that can be gained.
The impact of technology on the learning environment is evident with the continuous integration of Web 2.0 technologies (Velasco, 2018) that have allowed the learning environment to become more learner centered and has enhanced social collaboration among learners. With a more socially enabled learning environment, students can integrate blogs, videos and other Web 2.0 technologies, creating more personalized or customized learning activities (Korhonen et. al, 2019), that will also influence the instructional strategies of educators. Unlike traditional learning activities and strategies, students can now express more creativity and critical thinking because of technology. Therefore, designers must consider how each component will alter the learning environment, ensuring that they align with the learning outcomes, making it more purposeful and valuable to the learner.
In a traditional environment, collaboration occurs in groups and students can gather in the actual classroom while being monitored by the professor. In an online space, designers will need to consider how collaboration will be impacted and if the selected activity supports online collaboration. It is important that the characteristics of meaningful learning are considered at this stage, because of the supportive framework they provide. Technology affords flexible learning theory once the activities and strategies aligned. Students are not limited to a specific activity and once the educator reciprocates the integration of Web 2.0 tools, engagement will increase. From personal perspective, my graduate experience has allowed me to expand my creativity with the use of more Web 2.0 tools such as blogs and wikis. I always thought blogs were more of a personal activity until I realized how writing the blog provided a more artistic experience, which I have now embraced and encouraged collaboration with my classmates.
References
A-M Korhonen, Ruhalahti, S., & Veermans, M. (2019). The online learning process and scaffolding in student teachers’ personal learning environments. Education and Information Technologies, 24(1), 755. http://dx.doi.org/10.1007/s10639-018-9793-4
Dabbagh, N. Marra, R., & Howland, J. (2019). Meaningful online learning: Integrating strategies, activities and learning technologies for effective designs. Routledge
Velasco, R. C. L. (2018). infusing classrooms with web 2.0 technologies. Technology and Engineering Teacher, 77(6), 36-39. https://search.proquest.com/docview/2036374052?accountid=35796
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