A presentation delivered at the 2011 TxDLA 14th Conference in San Antonio, April 21, 2011.

1. Creating an Online Course
Based on E-Learning 20 Concepts
Steve C. Yuen, Ph.D.
Professor
The University of Southern
Mississippi
Steve.Yuen@usm.edu
2011 TxDLA 14th Annual Conference
San Antonio, Texas
April 21, 2011

2. E-Learning 1.0
• The early promise of e-learning has not been fully
realized … (O'Hara, 2006; Downs, 2005)
• Learning content is provided by courseware authors,
structured into courses by learning management system
(LMS), and consumed by students
• Employ the use of LMS that is often cumbersome and
expensive – and which tends to be structured around
courses, timetables, and testing
• Often driven by needs of the institution rather than the
individual learner
• Traditional e-learning is not flexible and is not integrated
with the Web

3. E-Learning 2.0
• Take a “small pieces, loosely joined”
approach that combines the use of discrete
but complementary Web 2.0 tools to support
the creation of ad-hoc learning communities
• Socially based software: collaborative,
iterative, inclusive (discussion) = knowledge
building & sharing
• Include: blogs, Wikis, podcasts, social
tagging and forums

4. E-Learning 2.0
• Allow learners to create content and to
collaborate with peers to form a learning network
with distribution of content creation and
responsibilities
• Allow learner to easily access content through
search, aggregation, and tagging
• Capitalize on many sources of content
aggregated together into learning experiences
and utilize various tools including online
references, courseware, knowledge
management, collaboration and search

5. E-Learning 2.0
Is essentially about:
• Social/Collaborative/Network learning environments
• User-generated content
• Aggregating (RSS) & tagging
• Knowledge sharing
• Personal learning environments
• Collective intelligence (Wisdom of the Crowds)
• Using a network of diverse technologies
• Creativity and innovation
Said Alsagoff (2009) E-LearningTalk.
http://www.slideshare.net/zaid/elearning-talk

6. Learning Tools for E-Learning 2.0
• Mostly free • Content authoring
• Wikis • Social bookmarking
• Blogs • Social learning
• Learning Activity networks
Management System • Personal learning
• Virtual classrooms spaces
• Podcasts • Virtual social worlds
• RSS • Open learning content
• Mash-ups

7. E-Learning 2.0
Instructional Approach
• Personal learning environments
• Focus on constructive activities
• Learning = generating content +
communicating with people
• The future of LMS
Kerrey, M. Web 2.0 and its implications for learning in higher education.
http://www.nuigalway.ie/celt/webcasts/MichaelKerres/MichaelKerres.ppt

8. E-Learning 2.0 Course Design
• Online course with traditional Web site
components
• Private social networking site for the course
• Class blog and students’ blogfolios
• Online forums
• Podcast channel
• Social bookmarking
• Wiki
• YouTube videos

10. Blog
Podcasts
Forum
Discussions
Tweets
YouTube
Videos

11. Photos
Students
Blogfolios
Class Diigo
Blog Bookmarks

12. Chat

26. Research Questions
• How could the researcher design, develop,
and teach an online course based on e-
learning 2.0 concepts?
• How did students feel regarding the online
course based on e-learning 2.0 concepts?
• Which Web 2.0 tools were considered
useful by students in their online course?

27. Research Questions
• What were the effects of teaching an online
course based on e-learning 2.0 concepts on
the sense of community among learners?
• What were students’ perceptions on
interaction (overall interaction, student-to-
instructor interaction, and student-to-
student interaction) in an online course
based on e-learning 2.0 concepts?

28. Methods
• Designed, developed, and taught 2 graduate
online courses based on e-learning 2.0
concepts in summer 2010
• Students in the 2 online courses were invited
to participate in the study
• A quantitative approach (an online
questionnaire) was used to assess students’
feedback regarding their opinions and
effectiveness of the online courses

29. Instrument
• The online questionnaire consisted of 4 parts
– Part A includes 7 demographic items
– Part B contains 12 five-point Likert scale items
and 4 multiple selection items to examine
students’ opinions and experience regarding e-
learning 2.0 instructional approach
– Part C consists of a 20 item Classroom
Community Scale developed by Rovai (2002)
– Part D includes 14 Interaction items developed by
Sherry, Fulford, & Zhang (1998)

30. Reliability and Validity
• Content validity
– A jury of experts to determine the appropriateness
and content validity of the Part A and Part B
– Comments and feedback were used to refine Part A
and Part B of the questionnaire
• Reliability
– A reliability test was conducted for the 12 items of
Part B
– Cronbach’s coefficient α was 0.98 indicating
excellent reliability.

31. Participant
Demographics

33. Students Opinions on
E-Learning 2.0 Courses

34. Students Opinions on
E-Learning 2.0 Courses

35. Usefulness of Web 2.0 Tools

36. Preferences in Taking
Online Courses

37. Mean = 4.6 Standard Deviation = 0.5

38. Overall Experience on the
E-learning 2.0 Course
Mean = 4.6 Standard Deviation = 0.3

39. Connectedness Subscale of
Classroom Community

40. Learning Subscale of
Classroom Community

41. Perception of Learner-to-
Instructor Interaction

42. Perception of Learner-to-
Learner Interaction

43. Perception of
Overall Interaction

44. Conclusion
• Students indicated positive experience about e-learning 2.0
instructional approach in both courses.
• Most students indicated the Web 2.0 tools used in their online
course were either useful or very useful. The top 5 most useful
Web 2.0 tools were: class social network, social videos,
blogfolio, podcasts, and online photos.
• Most students indicated positive and favorable feelings of their
cohesion, community spirit, trust, and interdependence from
both courses.
• Most students indicated positive and favorable feelings of
community members regarding the degree to which they
shared their learning experiences by interacting with other
members in both courses.

45. Conclusion
• Students had very positive and favorable feelings
toward overall interaction, learner-to-instructor
interaction, and learner-to-learner interaction.
• Participants of this case study were selected by
the way of convenience sampling because the
research was the instructor of the online courses,
caution in generalizing to other populations.
• More online or hybrid courses based on e-
learning 2.0 concepts should be designed and
field tested.

46. The End
Questions or Comments?
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