It is difficult to say what limitations Canvas has if you are only familiar with some features of the learning management system (LMS). I am aware every LMS has limitations and benefits. The subject you want to teach is an essential element in how to design the course. However, a poorly designed course is not a limitation of the LMS. I once was very familiar with Canvas but recent user interface modifications made designing a simple module difficult. It is not always an easy task to design a course. Although you have the process outlined, and may have done it numerous times before does limitations make it challenging or is it the knowledge of the course designer? My first experience using Canvas was horrific. I had no clue how and where to begin. I was unfamiliar with the navigation menu and user interface.

If your career or professional choice is a teacher, course designer, instructional designer or educator take the time to become knowledgeable of different LMS or Course Management System (CMS). When you are knowledgeable of an LMS, you will know the limitations and benefits and save time when designing a course. All types of learning environments and occurrences have their advantages and opportunities (Bonk, & Zhang, 2006).  I try not to show favoritism with Blackboard since it is the LMS I spend a lot of time designing online courses. Although adaptive is my learning theory Blackboards supports pre-assessments and adaptive learning modules. A limitation in Blackboard is when I code in HTML due to security features that I am unable to control most pages will not open properly. Furthermore, the adaptive release features will not allow me to use the “OR” operator. I can only use the “AND” operator. This setback prolongs the course design and additional steps are implemented to complete the process.

A concern I have is if my job decides to select a different LMS it may not support adaptive learning. I have not tried to investigate limitations or benefits of Canvas. I like the user interface and what it offers. Sometimes you do not have a choice in the type of LMS your jobs decide to use. Still, I believe instructional designers or someone with instructional design experience will have a better opportunity of designing a course no matter the LMS. If instructional designers incorporate four types of learning (reading, listening, verbal and auditory) and into

consideration when designing and delivering online and other methods of online learning courses, they should be successful with diverse learners. LMS developers should contemplate the effect of use and learner’s time in a web-based learning atmosphere when designing components for course material delivery. (Chung, Pasquini, & Koh, 2013).

There are various components required for an effective learning environment. The appropriate LMS to offer interaction, collaboration, communication and the right course design. I understand a learning environment consists of learners’ characteristics, content, tools, culture, learner support, assessments, and evaluations. The assessment of efficiency typically takes into account the limit to which the learning outcomes have been succeeded, possibly compared to those reachable with similar methods ( But what would an LMS be without an experienced course designer? Let’s start with course content or course material, learners’ characteristics and understanding different learning styles. Other components are modules to support learning objectives, learning activities and a way to assess students learning outcomes. The learning environment should help the teacher deliver content, set boundaries for the course and support learning experiences for students.

Bonk, C.J., Zhang, K. (2006). Introducing the R2D2 Model-Online learning for the diverse learners of this world. Distance Education, 27(2), 249-264. Retrieved from https://canvas.instructure.com/courses/1267787/files/59119214?module_item_id=15583058

Chung, CH., Pasquini, L., & Koh, C.E. (2013). Web-based Learning Management System Considerations for Higher Education. Retrieved from https://canvas.instructure.com/courses/1267787/files/59802235?module_item_id=15752424

Persico, D., Manca, S., & Pozzi, F. (2014). Adapting the Technology Acceptance Model to evaluate the innovative potential of e-learning systems. Computers in Human Behavior, 30, 614-622. Retrieved from https://canvas.instructure.com/courses/1267787/files/59789954?module_item_id=15749029

I think it is difficult to develop a research method that both matches your theory and created curriculum. Knowledge is required to fully comprehend both topics. Combining multiple ideas to develop a research method of a theory there will always be challenges. However, if you are a skillful researcher with several resources the task can be simple. The key is to understand the advantages and disadvantages of the theory and comprehend the various research methods. Plan to do a great deal of reading, researching and expect writing delays. Delays can help and hinder your research method and application of learning design. Due to the fact you may not find exactly what you need to support your theory or another theory my better support what you want to accomplish. The research method is well-defined since the instructor offered ways of utilizing online survey results. It will be a lot of work but will provide the best answers to support my paper.

I am working with someone who has a different learning theory. Nevertheless, we will try to apply similar methods to research and support our theories. The in-class activity seemed to work for both of us but not without some setbacks. Lack of online designing was a problem, deciding on content material, class activities and exercises, and other elements of designing an online course. Time and outside distractions were the real problems. Not able to clearly focus until it was time to end class. The task was not simple because sometimes what you jot down on paper is difficult to transition online. I really think because we did not have a well-made team plan put together from a prior assignment was the key difference in the design process. When you work with another individual to design an online course it is challenging because of different views.

I enjoyed designing online courses but it was demanding to work with someone who had little or no experience designing a module in learning management system (LMS) like Canvas. At times, we were both frustrated with the entire project. It was awkward considering I just spent the past two weeks designing three new online courses. The design process is always a learning experience for me to realize how involved designing online courses can be for anyone. Furthermore, you have to take into consideration people with learning disabilities, ADA compliant for accessible for design as well as learning objectives and learning outcomes. Reading about the development of learning theories and their connection to instructional design is beneficial to create an effective course for the learner. Overall, working with someone to create an online course did provide insight on collaboration and different ideas.

The feedback from my peers and the instructor is what I expected on my adaptive learning theory paper. There were no surprises except for the methodology section regarding sample sizes that I intend to use for the online survey results. After reviewing data from Blackboard, my sample size may need to be decreased. A question about accessing prior knowledge is to a certain degree a portion of the paper. One of my current task is designing a course that would access prior knowledge to determine if students had mastery skills before starting a course. I was only explaining what practices were in place and why I want to implement adaptive learning for online training courses. I think I have to clearly define adaptive learning and if it is the best approach to solve a problem of ineffective course design and the best method to access student learning outcomes and experiences. The purpose is the best practices in online teaching strategies that will enhance teaching and help support for interacting with students to ensure successful learning experiences.

Another question was basically asking what am I looking for. I am looking to assess the quality of online courses from the student’s perspective and experience while improving online learning. Did the course meet their training needs? The challenge has more to do with adapting various learning styles for a learner-centered approach which was another comment regarding a solution to applied problems. Having been a student and teacher in the online environment I discovered how to best help students learn in an environment that provides as many problems as solutions. One comment was “I’m not very clear on the data component of your study”.  The explanation was simple and clear because I am taking specific open-ended questions from the survey to determine students online learning experience.

The most critical feedback was provided by the instructor since she had read my prior blog posts and the proposal I wrote. It was welcomed and needed including other peer reviews from classmates. The more I write about adaptive learning it appears I may be touching other areas such as personalize or self-directed learning. At the end of my presentation, I shared a personalized learning paper by Monica Bulger included a personalized learning terms figure

that provide a breakdown of learning theories, learning analytics, technologies, measures, and personalization. The paper provided insight on various learning theories and different types of learning systems.  I may have a setback in requesting permission to use survey results which may led me to create my online survey as well as reducing the sample size to a number more manageable with better open-ended questions. After speaking to key people within the organization there should not be a problem getting the permission required to use survey results. However, I am still undecided in the direction of writing my paper. This experience was great and I am glad I had the opportunity to present in class and receive live face-to-face feedback.

Complexity in online learning and teaching may always exists due to various online platforms such as distance education, blended, hybrid, and MOOC.  This has impacted different teaching methods and changes in the teaching and learning process. Teaching with emerging technologies is another element that complicates online learning and teaching. Online teaching is a way of engaging students with new and emerging technologies from the traditional of face-to-face (F2F) pedagogies. The arrival of emerging technologies redefined how online learning was designed and modified the delivery of content. Ethics of accountability and evidence-based learning are seen in a variety of emerging practices connected with online learning (Ross, & Collier, 2016). I am in the early stages of designing a learner-centered (adaptive learning) training course and the method is tedious requiring a framework of inquiry as well as integrating the universal design for learning (UDL).

The process for UDL and accessible learning in both online and F2F has to be a well-designed framework that includes course design, goals, learning objectives, curriculum, technologies, assessments, and instructional strategies. UDL is an outline, which means it is a methodical collection of views that lead to providing alternatives (Nelson, 2014). UDL involve engagement, representation, action and expression for diverse style of learners. The foundation of Engagement brings together the intuitive networks. The foundation of Representation brings together the realization networks. The foundation of Action and Expression brings together the organized networks. (Nelson, 2014). Although there are principles and guidelines for designing effective F2F and online courses, there is still a strong emphasis on utilizing emerging technologies for developing course. However, emerging technologies, which support riveting virtual environments, are another subject of complexity (Ross, & Collier, 2016).

I have designed a great deal of F2F and online courses and the process does not get any easier. What I learned during each design approach was to develop a strategy that included research and instructional design knowledge. Yet I still may not consider different learning styles of learners, learning disabilities as well as ADA compliance for online course design. Designing a F2F or online course without an effective strategy or without researching the subject can be disastrous since there different emerging technologies and other tools available to assist in designing courses. We need procedures that recognize and work with complexity to help us be aware of what may be openly surprising about online learning and teaching overlapping with emerging technologies (Ross, & Collier, 2016).

I would use alternative approaches and guidelines methods for F2F and online course such as communication, graphical aids, videos, podcasts, learning communities, virtual interaction, social media, communication between instructor and classmates, clarity and consistency in course design. Also, I would employ emerging technologies and online resources to improve curriculum and instructions and apply theory and research to select, integrate, implement and assess instructional design practices and materials.

 

Nelson, L. L. (2014). Design and Deliver: Planning and Teaching Using Universal Design for Learning. Retrieved from http://libproxy.library.unt.edu:2067/ehost/ebookviewer/ebook/bmxlYmtfXzU3MTcxNF9fQU41?sid=06b4424c-841b-4aa8-857f-db416bb62b2e@sessionmgr103&vid=1&format=EB&rid=1

Ross, J., & Collier, A. (2016). Complexity, Mess, and Not-Yetness: Teaching Online with Emerging Technologies. Retrieved from http://www.aupress.ca/books/120258/ebook/02_Veletsianos_2016-Emergence_and_Innovation_in_Digital_Learning.pdf

My personal learning theory is adaptive learning.  Adaptive learning is important because it ask the teacher to understand the role of the learner and plan accordingly. My viewpoint is impacted by experience of designing online training and development courses. I respect the importance of understanding your students’ aptitude and using adaptive learning to promote learner satisfaction through reliability, application of knowledge and recognition of success. Often, we want to enhance students’ ability to understand the significance of the material they are learning rather than to improve their ability to recall it. It is imperative to learn how to adjust materials to facilitate learning with the working memory capabilities that the learner possess. I think that an effective approach to learning involves helping students acquire a foundation in the content area and then apply what is being learned.

I want to adapt the training to create the more learner-centered method for employee training programs. Through the process of designing courses online I discovered the approach for designing requires knowledge of instructional design. This is the best strategy for learners understanding and promoting transformative learning while teachers focus on the delivery of content.  It is imperative to recognize that quality of a learning process is not something that is delivered to a learner by an e-learning provider instead creates a process of collaboration between the learner and the learning-environment (Ehlers, 2004). There must be an instructional strategy framework for online learning environments that support adaptive learning styles pertaining to learner experience and motivation. The most effective approach to achieve this outcome is from an instructional designer perspective because their online instructional strategies and course design can effectively help students learn the course concept.

My method to support my theory include using evaluation results that answer questions such as what are learners’ expectations, motivation and perception of online training courses. DeRounin, Fritzsche, and Salas (2004) explains that learner-led instructions requires determination as well as help trainees understand that adult training, particularly learner-controlled training is challenging. Even though such extensive theoretical foundations in learner motivation, there is a lack of concrete guidelines on how to create a motivating online learning environment (Kim, 2009). I want to explore adaptive learning from an instructional designer perspective that support the learner experience and learning outcome. Is adaptive learning the future of workplace training for modern learners?  Various researchers have been involved in utilizing the advantages of the computer and Internet approach to deliver individualized instruction online, and individuals’ different learning styles have gained attention for that reason (Kim, 2009).

I will be using RefWorks to organize my literature review. Here are a few studies I will be using, Research Preparation and Engagement of Instructional Designers in U.S. Higher, Online Learning Efficacy Research Database, Motivational Challenge of Adult Leaners, and Optimizing E-Learning: Researched-Based Guidelines for Learner-Controlled Training.

DeRouin, R.E., Fritzsch, B.A., Salas, E. (2004). Optimizing e-learning: Research-based guidelines for learner-controlled training.  Human Resource Management, 43 (2-3),  147-162.  Retrieved from. https://libproxy.library.unt.edu:2165/docview/222114028?pq-origsite=summon

Ehlers, UD. (2004). Quality in e-Learning from a Learner’s Perspective. EURODOL\\\. Retrieved from. http://www.eurodl.org/?p=archives&sp=full&article=101

Kim, KJ. (2009). Motivational Challenges of Adult Learners in Self-Directed E-Learning Journal of Interactive Learning Research, 20 (3),  317-335. Retrieved from. https://libproxy.library.unt.edu:2165/docview/211247847?pq-origsite=summon

 

Online learning has transpired as one of the quickest growing trends in education.  The online learning platform presents a distinctive set of challenges that require a well-defined explanation of the instructor performance. The instructional designer should be responsible for designing the course but the format of the course is determined by the instructor to effectively present the content. Expectations for learning online are varied by several elements such as interactive learning, participation, technological aptitude, collaboration, communication, and the online environment. Online learning was revealed as an absolutely different experience compared to face-to-face learning, offering intuition into better understanding the environment of the experience of online learning and recommending that online course designers focus their attention on specific components that support the unique experiences of student who select this delivery method (Reisetter, LaPointe, & Korcuska, 2007).

Students should evaluate their level of willingness to learn in an online environment. Online courses are designed as efficient and collaborative learning environments that involve students working together to explore projects or work in groups with classmates. Students can prepare for online courses by researching information about what the learning environment will be like before the register. There will a great deal of written communication with instructors and classmates compared to a traditional classroom environment. Moreover, Students should expect to spend a great deal of their time at least 8 – 9 hours a week on each class.

As an online instructor, you will need to understand the online learning environment in which your course functions. An experienced online instructor will identify which strategies, tools and multimedia should be used to improve and advance the students’ learning experience. Instructors should recognize the structure of the learning environment in which they teach as well as what students expect from them. Nonetheless, in order to successfully engage students, online instructors must grasp what students expect in an online setting (Bourdeaux, & Schoenack).

It is important to take the time to set practical expectations for your online learning environment. Take additional steps to learn more about how you can best help your online students grow and succeed. Spend time working with instructional designers to design and utilize tools to improve communication and interaction for an effective online learning environment.  Instructors should provide knowledge through curriculum, activities, and discussions.  Course material may include, discussion boards, online lectures, and web conferencing. Expectations for online students should include learning independently, taking the initiative to communicate with instructors and classmates, and receiving instructions at a distance.  Online courses are increasing in popularity on the higher education environment however, instructors of online courses have not perfected effective online delivery of instruction (Sugar, Martindale, & Crawley).

 

Bourdeaux, R., Schoenack, L. (2016). Adult Student Expectations and Experiences in an Online Learning Environment. Retrieved from http://libproxy.library.unt.edu:2185/doi/full/10.1080/07377363.2016.1229072

Reisetter, M., LaPointe, L., Korcuska, J. (2007). The Impact of Altered Realties: Implications of Online Delivery for Learners’ Interactions, Expectations, and Learning Skills. Retrieved from https://search.proquest.com/openview/21b78533748a1ba1d75b3d0995c431d5/1?pq-origsite=gscholar&cbl=27101

Sugar, W., Martindale, T., Crawley, F. E. (2007) One Professor’s Face-to-Face Teaching Strategies While Becoming an Online Instructor. Quarterly Review of Distance Education; Charlotte Vol. 8, Iss. 4, (2007): 365-385,407-408. Retrieved from https://libproxy.library.unt.edu:2165/docview/231180152?pq- origsite=gscholar

When I stared working on my associate’s degree at Richland College, there were few courses being offered online. It took me sometime to obtain the necessary credits for the degree program because I worked full-time during the day and took courses at night on campus. The trend of taking courses face-to-face (F2F) has changed according to a students’ need as some students try to balance work, taking care of family and going to school part-time. Colleges are offering more courses online to meet the demand of students. Now, students express interest in taking online courses because of flexibility, interaction and a variety of online programs being offered. At least one undergraduate student has taking one online class. U.S. institutions in the 2016 academic year revealed the number of colleges students registered in at least one online course and a tiny proportion of all students registered studying online continued to rise (Lederman, 2018). Some colleges offer graduate programs online. For instance, I completed my master’s degree in Learning Technologies from the University of North Texas Accelerated Online Program (AOP) entirely online. However, I would still have liked taking F2F courses to meet and communicate with instructors and classmates in person.

I do not think online courses are as good as F2F courses. As a student, I appreciate the simplistic of the course instruction and design. The focus is more on completing homework assignments, test, and benefiting from F2F lectures. Taking online courses, I struggled with various course designs, communicating with the instructor and classmates, and some technical issues within the course. I also think it depends on the type of course and the program the student is enrolled in. The occurrence of social presence and interaction in online courses, online communication, and interactivity are important components in creating a sense of community among online learners. In F2F courses everything is real-time such as interacting with the instructor, classmates and group discussions.

The format for online courses require an effective design process to foster class interaction, collaboration and participation. The role of the instructor is to keep the design as straightforward as possible with technologies that support the content of the course with consideration of leaner styles. Development of online courses involve creating modules that complement learning objectives and outcomes. Instructors face the task of developing proficiency in using instructional technology and discovering the right approach when using it to facilitate online learning. Instructors also need to grasp the role and use of specific learning management systems used for online learning such as Blackboard, Canvas, or Desire2Learn. For both F2F and online courses, instructors require content knowledge and should hone existing technology skills. However, for online courses specific skills should include communication, assessment and evaluation, and technological literacy.

Although, the evolution of technology in the classroom as well as online has impacted how a student learns. Instructors need to determine the most effective delivery method for F2F and online courses and learning outcome measures. There was no distinction in between two course formats in some methods of learning outcomes (Kirkman, 2009).

Kirkman, L., (2009). Online Versus In-Class Courses: An Examination of Differences in Learning Outcomes. Issues in Teacher Education, 18. Retrieved from https://files.eric.ed.gov/fulltext /EJ858508.pdf

Lederman, D., (2018). Who is Studying Online (and Where). Inside Higher ED. Retrieved from (1-27-2018) https://www.insidehighered.com/digital-learning/article/2018/01/05/new-us-data-show-continued-growth-college-students- studying