Semiral Oncu, Hasan Cakir (2011) Research in online learning environments: Priorities and methodologies. Computers & Education,Volume 57(1), 1098-1108. ISSN 0360-1315. https://doi.org/10.1016/j.compedu.2010.12.009
Semiral and Cakir discuss the special concerns surrounding online learning environments (OLEs) in their article, explaining that the demand for various types of education training has strengthened the need for online learning, but the lack of research in the field with regard to the impact on students is wanting. The authors determined that there should be four specific research goals to explore in online learning environments: enhancing learner engagement and collaboration, promoting effective facilitation, developing assessment techniques, and designing faculty development programs. The authors also offer recommendations for achieving these goals stating that ultimately, formative research and development research are needed for all four, while experimental research and activity research theory is better suited for certain goals individually.
One of the major strengths of this article is that it discusses student interaction and collaboration as essential to learning outcomes in OLEs. The authors further proport that facilitation in OLEs must transmute into cognitive presence to assist students with critical thinking as well. Furthermore, the authors believe there is a need for teacher training in order to bridge the gap, i.e., to ensure that faculty are ready to be the best facilitators for OLEs.
In addition, as I have stated about many of the articles in this blog, since this article’s publication many things have happened in society to make the things mentioned in it even more true. Since the Pandemic, OLEs have become almost a way of life for educators, leading to some opting to retire from teaching altogether due to the pressures brought on by a lack of training. In my practice as an education researcher, I believe it is important that the needs of teachers be considered at every juncture as much as students. Learning is a process in which both students and teachers are stakeholders. When one considers that this article was published in 2011, the unparalleled issues from the Pandemic serve as a grim reminder of the distance we still need to come in the field of instructional technology.
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