day 2 - 5-Stage Model:
This model is designed to demonstrate learner participation in online learning and the role of the educator as an online facilitator. While this model is largely constructivist, it is reliant on information provided to the learner rather than information the learner finds himself.
As seen in the diagram to the right individuals begin the learning process first with access to technology (Content Management Systems, social networks, etc.) with the motivation to use technology to construct new knowledge. In stage 2, learners establishing their online identities and find others to interact with. At stage 3, learners give information relevant to the course to each other. Up to this point in the model, learners cooperate to support each others' goals. In stage 4, group interaction becomes more collaborative through on task group discussion. In the final stage, learners look for other ways their learning can to help them achieve personal goals, and reflect on the learning processes.
At stage 1 of the model, learners interact with only one or two other participants. The number of participants the learner participates with increases with each stage of the model. The interactivity bar running along the steps indicates the varying amounts of interaction expected between the participants at each stage.
As seen in the diagram to the right individuals begin the learning process first with access to technology (Content Management Systems, social networks, etc.) with the motivation to use technology to construct new knowledge. In stage 2, learners establishing their online identities and find others to interact with. At stage 3, learners give information relevant to the course to each other. Up to this point in the model, learners cooperate to support each others' goals. In stage 4, group interaction becomes more collaborative through on task group discussion. In the final stage, learners look for other ways their learning can to help them achieve personal goals, and reflect on the learning processes.
At stage 1 of the model, learners interact with only one or two other participants. The number of participants the learner participates with increases with each stage of the model. The interactivity bar running along the steps indicates the varying amounts of interaction expected between the participants at each stage.
Limitations to the 5 Stage Model:
- Largely constructivist - does not apply to easily translate to other theories of online learning.
- Is reliant on communities of practice - not all e-learning occurs in groups.
- Questionable if an adequate level of socialization is achieved at the initial stages of the model (Jones and Peachey, 2005)
thought questions:
1. List and explain the 5 different stages of the 5-stage model.
2. Are there any limitations of the 5-stage model?
2. Are there any limitations of the 5-stage model?
key words:
1. Constructivist
2. Online Socialization
3. Learning Management Systems
4. Personal Goals
2. Online Socialization
3. Learning Management Systems
4. Personal Goals
references:
Jones, N. & Peachey, P. (2005) The development of socialization in an on-line learning environment, Journal of Interactive Online Learning, 3(3), 1–20.
Moule P. (2007). Challenging the five-stage model for e-learning: a new approach. Research in Learning Technology, Vol. 15 (1), 37-50.
Salmon, G. (2000) E-moderating: the key to teaching and learning online (London, Kogan Page).
Rogers, J. (2000) Communities of practice: a framework for fostering coherence in virtual learning communities, Eductional Technology and Society, 3(3), 1-12.
Moule P. (2007). Challenging the five-stage model for e-learning: a new approach. Research in Learning Technology, Vol. 15 (1), 37-50.
Salmon, G. (2000) E-moderating: the key to teaching and learning online (London, Kogan Page).
Rogers, J. (2000) Communities of practice: a framework for fostering coherence in virtual learning communities, Eductional Technology and Society, 3(3), 1-12.
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