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The identity changes in online learning and teaching: instructors, learners, and learning management systems
Soyeong Kwon1, Woolchul Kim1, Changyeon Bae1
1Stony Brook University, Stony Brook, USA.
International Journal of Educational Technology in Higher Education
|January 3, 2022
Summary
Educational technology drives shifts to blended and flipped learning. Authentic online teaching requires identity changes for instructors, learners, and learning management systems (LMS) to foster community.
Area of Science:
- Educational Technology
- Pedagogical Innovation
- Online Learning
Background:
- The shift towards technology-integrated learning modes like blended and flipped learning is driven by educational technology and pedagogical innovation, not solely the pandemic.
- Many institutions struggle to adapt due to reliance on conventional teaching or using learning management systems (LMS) as supplementary tools.
Purpose of the Study:
- To argue that authentic online teaching and learning necessitate identity transformations in instructors, learners, and LMS.
- To evaluate the extent of these identity changes in a traditional university setting using a non-integrated LMS.
Main Methods:
- Application of conceptual frameworks detailing four sequential levels of identity change.
- Evaluation of 53 Blackboard course sites.
- Analysis of 41 course evaluations from a university using an LMS in a non-integrated manner.
Main Results:
- Few courses demonstrated higher levels of identity change among instructors, learners, and LMS.
- The study identified a gap between the potential of integrated online learning and current institutional practices.
Conclusions:
- Identity changes for instructors, learners, and LMS are crucial for effective online education.
- LMS should be designed as learning communities, with instructors and learners as co-participants building a post-learning community.
Keywords:
Instructor identityLearner identityLearning environmentLearning management systems (LMS)Online learningMore Related Videos
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