How to Make Learning Matter to Online Students

“Classic Learning” by Alan Levine on Flickr

One of the core premises of “Make it Stick: The Science of Successful Learning” is to make learning matter to students (Brown, Rodediger & McDaniel, 2014). The authors emphasize that learning is stronger when it matters, when the abstract is made concrete and personal. Intuitively it’s a logical premise; of course we want learning to matter to students, where learning is relevant and applicable to their contexts. Yet how do we know if students perceive course concepts as relevant and meaningful? And even if they don’t, does this matter? The consensus is that it does. Evidence indicates that when learning is relevant, students are motivated and engaged→ learning is more effective and outcomes are more likely achieved. This phenomenon is described in “Make it Stick”  and in recent research (Bernard, 2010). In practice, I’ve seen how students are more likely to engage and participate in online courses when assignments encourage them to apply course concepts and ideas by building on their existing knowledge and experience.

Framework for Relevant Learning – Andragogy
The concept of making learning relevant to students is not new. Malcolm Knowles, creator of andragogy the theory of adult learning, outlines a set of assumptions of how adults learn; relevance is a core element (1984). Andragogy suggests adults learn differently than children, and learning programs tailored to characteristics of adult students, such as work experience, existing knowledge and life situations, are more likely to motivate and engage students in the learning process. Below are core assumptions of andragogy that serve as guidelines for making learning matter to students:

1. Adults need to know why they need to learn something
2. Adults need to learn ‘experientially’
3. Adults approach learning as problem-solving
4. Adults learn best when the topic is of immediate value.

Strategies for Making Learning Matter
I’ve found that by applying adult learning principles to the design of online courses, assignments and learning activities for instance, payoffs are significant in terms of student participation. I’ve seen this time and again. Online students are sensitive to busy work—activities or assignments that don’t appear to have a purpose, don’t require critical analysis, don’t appear to align with course learning objectives, or have real world application. Granted, these are students’ perceptions, yet it is beneficial to explain the purpose of an assignment, to describe how it will further learning and be of value, or be applicable later in the course. Following are practical strategies that I’ve applied when designing courses in an effort to make learning matter. Comments highlighting my experiences are in blue.

• Describe an assignment in three parts; 1) outline the purpose of an assignment: how it fits in with objectives, what students will gain from the assignment, why they are doing the assignment, 2) describe assignment details and logistics: provide a description of assignment, format, resources, due dates, rubrics, and 3) describe technical logistics and details, e.g. any platforms or software needed for the assignment, collaboration tools for group assignments, where and how to submit the assignment e.g. within the LMS, or Turn-it-In, etc.  Frequently I’ve seen assignments that lack detail in at least one of the three mentioned here. This creates confusion for students, potential for lower-quality assignments, need for frequent reminders/clarifications, more student questions, and it delays students getting on the path to learning.
• Provide opportunity for students to apply and share their experience and knowledge of subject matter: encourage students to draw upon work experience or existing knowledge. For example in a discussion question activity, include opportunity for students to share their experiences as applicable to the topic. Doing so can be as simple as adding another component to a discussion question where students incorporate examples from their personal or work experience.
• Create opportunities where students research and/or share how (select) course concepts apply to real world scenarios or situations. This can be done within a discussion forum activity, a blog post assignment, written reflection activity or other type of written assignment. Alternatively, assignments can be based upon a real world challenge or problem the student is facing within their work, community or personal situation. As discussed earlier, the key is to highlight to for students why they are doing the activity—even though it may seem obvious. An example of how a question might be framed—here’s how a question from an undergraduate course in nursing might read “…to demonstrate how (concepts) apply to current situation in clinical setting, describe how this would be integrated…”.

Closing Thoughts
Making learning matter to learners does matter; where learning is relevant and applicable, especially for adult students. Considering adult learner characteristics is good practice that can lead to motivated and engaged students. Yet online learning does require a different approach than used for face-to-face settings—one that considers characteristics not only of the students, but the medium. The strategies outlined here are a starting point.

References

• Bernard, S. (2010, December 1). Science shows making lessons relevant really matters. Retrieved from http://www.edutopia.org/neuroscience-brain-based-learning-relevance-improves-engagement
  
• Brown, P. C., Roediger, H. L., & McDaniel, M. A. (2014.). Make it stick: The science of successful learning. Cambridge, MA: The Belknap Press of Harvard University Press
• Keesee, G. (n.d.). Andragogy–Adult Learning Theory. Retrieved from http://teachinglearningresources.pbworks.com/w/page/30310516/Andragogy–Adult%20Learning%20Theory
• Knowles, M. S. et al (1984).  Andragogy in Action. Applying modern principles of adult education, San Francisco: Jossey Bass.
• Postman, N. & Weingartner, C.(1969). Pursuing Relevance. In Teaching as a subversive activity (pp. 39-58). New York: A Delta Book, Dell Publishing Co.