Home | Business News | Browse by Publication | A | Academic Exchange Quarterly

Emerging learning environments: enhancing the online community.

Article Excerpt
Abstract

Interactive activities are imperative aspects within distributed learning environments. Electronic learning communities evolve and thrive through the appropriate and successful integration of interactive activities, wherein the learner's conceptual framework of understanding is enhanced through the online community. Topics addressed are: emerging learning environments; control, self-regulation and success; motivation; learner anxiety levels; and interactive activities.

Introduction

Distributed learning environments are enhanced through the appropriate and successful integration of interactive activities, through which the online learner's motivational levels mature and prosper. Vygotsky underscored the importance of social interaction as an important component in the progression of the learner's understanding of social interaction (Vygotsky, 1935; Vygotsky, 1962; Vygotsky, 1978; Vygotsky, 1981; Wells, 1995; Wells, 1996; Wells & Chang-Wells, 1992; Wertsch, 1985). The zone of proximal development, the realm during which learners are most apt to be ready and willing to learn about a topic, and an understanding of cognitive development emphasize the influences of the content, interface, instructor, community, collegial learners and the learner as self. As such, the atmosphere is an integral aspect within the learning environment; specifically, interactive activities are integral aspects within distributed learning environments.

Emerging Learning Environments

Education is in a constant state of fluctuation, with emerging learning environments establishing original conceptions and innovations. From Vygotsky's seminal work in social interaction and the zone of proximal development (Vygotsky, 1935; Vygotsky, 1962; Vygotsky, 1978; Vygotsky, 1981) through out the twentieth century to the focus upon distributed learning environments of today, education is in a constant state of renewal. Distributed learning environments, also referred to as distance education, have been a part of the educational landscape for well over a century. As stated by Saba (2003), "The practice of distance education in the United States traces back to the late 1800s, but the first scholarly journal on the subject did not appear until 1987" (p. 3). Literature related to distributed learning environments has increased with the advent of electronic learning environments (eLearning) gaining the focus of considerable attention. Gibson (2003) stated, "Parallel to adult education, distance education serves three potential clients: individuals, groups, and communities" (p. 148). Each of these imperative and significant clients must be fully addressed. As such, focusing the learners' attention upon aspects of importance within the course, may be considered a complex, yet delicate instructional design challenge. Enhancing the learners' opportunity for control, self-regulation and probability for success may be an expectation within the eLearning environment.

Control, Self-Regulation and Success

As the learner desires opportunities to define and control his/her learning environments, the opportunity for the learner to maintain the central role, meaning the focus within a...

View this article FREE - Now for a Limited Time, try Goliath Business News
Free for 3 Days!