Running head: ASSIGNMENT 1 (TOPIC B)

Assignment 1 (Topic B)
Laura Howard
OMDE 610 9040
University of Maryland University College

ASSIGNMENT 1 (TOPIC B)

Assignment 1 (Topic B)
Laura Howard
OMDE 610 9040
The eLearning theory is an approach that directly influences and continues to guide
current distance education (Ally, 2008, p. 18). Online distance education can be revealed by
looking at the eLearning theory under different theoretical approaches and explaining how it is
being used in current practice (Ally, 2008, pp. 18, 20 & 39; Harasim, 2012, p. 12). Theoretical
analysis can expand and establish how it can be appropriately utilized and harnessed to make it
beneficially progressive and productively developed (Ally, 2008, pp. 18, 20 & 39). The
eLearning theory is one theory that is relevant and is currently being applied to modern distance
education (Harasim, 2012, p. 12; Ally, 2008, pp. 18, 20 & 39).
Currently distance education uses a number of applications, methods and resources to
provide educational components that are fundamental for learning explaining and influenced by
the eLearning theory (Ally, 2008, 18 & 20). The eLearning theory displays an educational
standard model by integrating already proposed learning theories into current online applications,
communication, methods and media for creating and sustaining online distance education
practice (Ally, 2008, pp. 18, 20 & 39; Harasim, 2012, p. 12). These are all concepts and aspects
that can be used in modern online distance education (Ally, 2008, pp. 20 & 39; Harasim, 2012, p.
12). Ally (2008) explains, having the complete understanding of the standards of learning and
how this action occurs must be integrated into the course design itself (Ally, 2008, p. 18). The
eLearning theory explains that if we use different appropriate theoretical components to create
educational participation activities and communication, and properly incorporate them into the

ASSIGNMENT 1 (TOPIC B)
course, teaching and learning will be able to achieve a successful course with true educating
capabilities (Ally, 2008, pp. 18, 20 & 39).
The behaviorist theory is being used in current distance education by a different variety
of ways and sources (Ally, 2008, pp. 20 & 39). This includes as Ally (2008) explains, online
quizzes, assignments, tests and other information that can be psychically and visually assessed
and measured by the instructor (Ally, 2008, p. 21; Ally, 2008, pp. 36 & 38). Establishing and
communicating the course objectives and goals prioritized and properly distributed in the course
content (Ally, 2008, pp. 20 & 39), which is also a current practice. Also creating other online
visual productions that require the students to reproduce and replicate the same actions, could be
a behaviorist type of approach as explained from Kozmas (2001) writing (as cited in Ally, 2008,
p. 16; Ally, 2008, p. 29; Siemens, 2007). These are current behavioristic actions and activities
used in distance education (Ally, 2008, p. 20). Students being able to display or show what they
have learned is the essential idea of how the behaviorist approach has influenced current distance
education, as a part of the eLearning theory (Ally, 2008, pp. 20-21; Siemens, 2007).
The cognitive theory and perspective is influencing distance education practice by
structuring content the makes the learner actively seek in-depth thinking and analysis (Ally,
2008, p. 20; Siemens, 2007). The cognitive structure of a distance education should integrate
methods and ways to use memorization (Ally, 2008, pp. 20 & 19) and way that explains the
concepts of how things occur (Ally, 2008, p. 20) and as Ally (2008), Craik & Lockharts
(1972) article (as cited in Ally, 2008, p. 19) and Craik and Tulvings (1975) article (as cited in
Ally, 2008, p. 19) explains it as methods and different levels of deep thinking (Ally, 2008, pp.
20-22; as cited in Ally, 2008, p. 19; Siemens, 2007). Using techniques such as designing the
course structure in a grouping ideas or content together allows the learner to analyze a few pieces

ASSIGNMENT 1 (TOPIC B)
of information at time more effectively as described in Millers (1956) article (as cited in Ally,
2008, p. 24; Ally, 2008, pp. 21, 37 & 39). This would include only placing a certain amount of
learning topics or concepts at a time on a web page (Ally, 2008, pp. 24 & 39). Ally (2008) also
explains that, there should techniques and activities integrated into the online course that permit
the learner to apply the lesson in a realistic situation to further the understanding of what is being
taught (Ally, 2008, pp. 26 & 37). Current distance education course design activities that
participate in activities such as journal writings and other writing assignments and question
prompting assignments incorporate the cognitive ability (Ally, 2008, pp. 24, 31 & 38). These are
all important aspects of the cognitive theoretical influence that help structure current distance
education.
Some influence of the constructivist theory examples is also being applied to current
practice to assist with the learning components and processing (Ally, 2008, pp. 20 & 39). Current
distance education practice is developing methods and structure that creates the ability for
students to learn in an environment that they can understand what they are learning and create
their own ideas of what they are learning from what they already know (Ally, 2008, pp. 20 & 30;
Siemens, 2007). The course should revolve around the student as the primary target of the
educational experience in the constructivist theory, which aligns with present distance education
influence (Ally, 2008, pp. 17, 30 & 39). Current practice asks students to present knowledge that
they received in class and explain it and how it can be or is relevant to previous experiences and
how it applies to what they are current doing in their workplace or other current involvement
outside of the class as explained in Ring and Mathieuxs 2002 presentation (as cited in Ally,
2008, p. 16; Siemens, 2007). The constructivist idea on modern distance education practice is
keeping the student engaged with the course as possible for learning to occur (Ally, 2008, p. 30).

ASSIGNMENT 1 (TOPIC B)
Finally, the last theory looks at the connectivist theory, as explained by Downes (2006)
writing (as cited in Ally, 2008, p. 19) and Siemens (2004) writing (as cited in Ally, 2008, p. 19),
which is also increasingly important to focus on in current online distance education (as cited in
Ally, 2008, p. 19; Ally, 2008, p. 18). Allys (2008) explanation about Siemens thought on
connectivism theory is that we achieve learning and it changes as we go along through different
changes of technology, we learn to live in an environment that is constantly changing and how
we handle processing the information flow (Ally, 2008, pp. 19-20; Siemens, 2007). Siemens
(2004) writing (as cited in Ally, 2008, p. 34) and Ally (2008) explain that learning is how we
obtain and process new knowledge through our connections and relationships is used in online
distance education, (as cited in Ally, 2008, p. 34; Ally, 2008, pp. 31 & 34; Siemens, 2007). Ally
(2008) and Mukhopadhyay and Parhars (2001) article (as cited in Ally, 2008, p. 35) indicate that
course development that integrates communicating and participating in different online media
applications such as social media, discussion forums and online conferencing, are current tools
that incorporate learning capabilities (as cited in Ally, 2008, p. 35; Ally, 2008, pp. 31, 35 & 38;
Siemens, 2007). These are some examples that the connectivist approach uses as Siemens
(2004) explains in his writing (as cited in Ally, 2008, p. 34), to learn through connections in an
educational atmosphere (as cited in Ally, 2008, pp. 34 & 35); Ally, 2008, p. 31; Siemens, 2007),
which are currently practiced, and looking to be improved, in online distance education (Ally,
2008, pp. 18, 35-36, 38; as cited in Ally, 2008, pp. 34 & 35).
The approach in current online distance education is to incorporate different theories and
find ways to harness and facilitate these theories to create an online where learning is achieved
(Ally, 2008, pp. 18, 20 & 39; Harasim, 2012, p. 12). Discovering and recognizing how to
facilitate and incorporate the different theories to decide what would best fit the learners and the

ASSIGNMENT 1 (TOPIC B)
online environment to achieve learning may be challenging but should create successful
eLearning. Without the eLearning theory influence, distance education may not have the aspects
and components it needs to deliver a valuable educational experience. Recognizing and
understanding the theorys important components and contributions appear to be crucial to
continue to offer distance education at a superior level (Ally, 2008, pp. 18 & 20).

References
Ally, M. (2008). Foundations of educational theory for online learning. In T. Anderson (Ed.), The
theory and practice of online learning (pp. 15-44). Edmonton, AB T5J 3S8: AU Press.
Retrieved from http://www.aupress.ca/books/120146/ebook/99Z_Anderson_2008Theory_and_Practice_of_Online_Learning.pdf
Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A frame-work for memory
research. Journal of Verbal Learning and Verbal Behavior, 11, 671-684.
doi:10.1016/S0022-5371(72)80001-X

ASSIGNMENT 1 (TOPIC B)
Craik, F. I. M., & Tulving, E. (1975). Depth of processing and the retention of words in episodic
memory. Journal of Experimental Psychology: General, 104, 268-294.
doi:10.1037/0096-3445.104.3.268
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Harasim, L. (2012). Introduction to learning theory and technology. Learning Theory and Online
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Kozma, R. B. (2001). Counterpoint theory of learning with media. In R. E. Clark (Ed.),
Learning from media: Arguments, analysis, and evidence (pp. 137-178). Greenwich, CT:
Information Age Publishing Inc.
Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity
for processing information. Psychological Review, 63, 81-97. doi:10.1037/h0043158
Mukhopadhyay, M., & Parhar, M. (2001). Instructional design in multi-channel learning system.
British Journal of Education Technology, 32(5), 543-556.
Ring, G. & Mathieux, G. (2002, February). The key components of quality learning. Paper
presented at the ASTD Techknowledge 2002 Conference, Las Vegas.
Siemens, G. (2004). A learning theory for the digital age. Retrieved March 26, 2007 from
http://www.elearnspace.org/Articles/connectivism.htm
Siemens. G. (2007, September 2). The conflict of learning theories with human nature [Video
file]. Retrieved from https://www.youtube.com/watch?
v=xTgWt4Uzr54&feature=youtu.be