USING LEARNING THEORIES IN ONLINE DEBATES AND WIKIS I have never used online debates and I do believe that

they are an excellent strategy to develop cognitive learning processes among individuals whose learning and social functioning cover a wide spectrum. Susan Ko and Steve Rossen (2010) suggest that in order to make online debates and the role-playing process work online, students need to be given the information or scripts necessary to play their roles, or they need to be directed to research the relevant material. [] To provide an exciting learning activity online, role playing can be combined with a simulation of a changing situation. Such simulations usually start with a scenario and evolve with planned or unplanned actions, news bulletins or other interventions supplied by the instructor (Ko and Rosen, p. 189, 2010). Throughout my years of teaching experience, I have observed that some students fail to complete their college education due to poor time management skills and lack of motivation. It is our responsibility, as classroom facilitators, to provide students with a sense of direction while they navigate the world of post-secondary education. This sense of direction should rely on helping students set goals and establish priorities, as well as helping them stay motivated. Although each individual is a unique entity with a particular set of values, managing time and staying motivated constitute the starting point for academic success. The purpose of this assignment is to help students take control of their college career by setting goals, establishing priorities, and using time efficiently. To accomplish this goal, each student will be working in a group of three people. The classroom facilitator will help each group understand the meaning of the word GOAL by explaining: Students rights and responsibilities at the college level How students can take charge of their college career by using college resources effectively During the conversation with each group, the classroom facilitator will explain to students the importance of having an action plan when establishing goals and determining priorities. For this assignment, the action plan will be based on a S.M.A.R.T approach. In all aspects of life, individuals need to be S.M.A.R.T when defining goals. Goals need to be Specific, Measurable, Attainable, Realistic, and Timely. Based on this approach individuals will have to set three academic goals: A short-term goal A long-term goal A group goal that will have to be accomplished before the end of a regular semester As students define their goals, the classroom facilitator will ensure that students:

Identify only one area of need when writing each statement. For example, I plan to pass my Math mid-term exam instead of I plan to pass all my mid-term exams. Most of the time, students do not accomplish their goals because they work on too many tasks at the same time. Find a way to measure their progress as they work towards the achievement of the goals. Have all the resources that they need to achieve the goal. Express an awareness of their real needs. Establish a deadline for each goal; 6 months for the short-term goal, 1 year for the longterm goal, and 16 weeks for the group goal.

Goal Statements: Short-term Goal: _______________________________________________________________________ Long-term Goal: _______________________________________________________________________ Group Goal: __________________________________________________________________________ What needs to be done to reach these goals? 1. _______________________________________________________________________ 2. _______________________________________________________________________ 3. ________________________________________________________________________ What am I/are we now?

Obstacles:

Solutions:

After identifying these three goals, individuals will have to design a simple action plan. The action plan consists of at least two objectives that can be easily identified by answering the following question: What do I need to do to reach this goal? While designing this action plan, students will have an opportunity to self-assess their current situation, the obstacles that may

prevent them from achieving the goal, and the possible solutions they have to overcome their barriers. Objectives should include a clear time frame. For example, if the goal is to pass a Math midterm-exam, one of the objectives should be: Meet with Math tutor for 30 minutes every Wednesday. The second part of the assignment can be completed online and students can interact through the discussion board section of Blackboard or by actively participating in a WIKI. This task, in the form of a learning community, can be used to exchange information in an asynchronous fashion. Every week, the classroom facilitator will meet with students for 10 minutes to ensure that they are following their action plan. The classroom facilitator will provide each group with advice and feedback (both oral and written) depending on the results reported by each member of the group. This strategy will ensure that students build mutually supportive relationships that assist them in pursuing their goals and dreams. Once students achieve their goals, they will be required to set new goals. At the end of the semester, students will present their results to the rest of their classmates. The classroom facilitator will reward each student that successfully achieved the three goals. This action will serve as a motivation and will help students believe in themselves. When students feel capable and unconditionally worthy as human beings, they are more likely to remain in college. In todays global era, it seems like students can experience simulations of environment and events (online debates) that they never could in regular classes, receive instruction from and communicate with others over long distances, and interact with large knowledge bases and expert tutoring systems (Schunk, 2012). In accordance with Schunks views, technology, particularly online learning environments, should be seen as: A tool to support knowledge construction: computer-based learning environments allow students to construct most of their own learning given a set of instructions. By doing so, students have the opportunity to create and develop their own problem solving skills that are later shared with the rest of the online learners. From a personal standpoint, online environments ignite creativity as students do not have to react on the spot when a particular question is asked asynchronous instruction. Information vehicle for exploring knowledge to support learning by constructing: the Internet allows instructors to sort through all kinds of resources (simulations, games, multimedia, and hypermedia) that can be added to the online learning environment as a means of enhancing the content being delivered online. Context to support learning by doing: discussion boards are a great feature contained in online learning environments. Students are encouraged to post questions to other classmates and instructors as a means of demonstrating mastery of a particular skill. Students learn from classmates responses as well as instructor feedback and advice. WIKIS and Blogs are part of a new technological strategy that is governing most online

learning. Schunk states that when verbal and visual [] information are combined during instruction, students benefit from dual coding. Schunk (2012) states that the simultaneous presentation helps learners form connections between words and pictures because they are in WM at the same time (p. 327). I see the use of multimedia as an opportunity for learners to perceive information from two or more sources which can be seen as a form of positive reinforcement. Social medium to support learning by conversing: building an online learning community is a clear example of how technology can connect people outside a traditional classroom setting, and how it serves as an intellectual partner to support learning by reflecting. Schunk (2012) explains that distance education may be more effective with asynchronous learning (p. 329). Lepper and Malone (1987) noted that computers can focus attention on the task through motivational enhancements (Schunk, 2012). Last but not least, Schunk (2012) predicts that as the convenience of technology continues to improve, we may see a gradual moving away from traditional instruction and toward a model containing fewer class meetings and more electronic communications (p. 331).

References:

Ko, S. & Rossen, S. (2010) Teaching online: A practical guide (3rd. ed.) New York, NY: Routledge.
Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Upper Saddle River, NJ: Prentice Hall.

Miguel Llovera Da Corte