learneranalysis

relationships explicit between the learning activities and things that happen in real life appeals to the learner's need for control by showing how the instruction aligns with their own personal goals.

When learners are faced with an optimal level of challenge their motivation increases (Schunk, 1983). Readiness is a term that refers to a learner’s level of preparedness to work on a task. Research has shown that we tend to learn best when we find the task slightly difficult. If tasks are too easy, learners may become bored and disinterested. If tasks are too difficult, the learner may become frustrated. An optimal level of challenge is therefore defined as an intermediate level of difficulty: one that is challenging enough to prevent boredom but not so difficult as to cause a learner anxiety over his or her ability to learn the material. This level will, of course, vary by learner. You can design for optimal levels of challenge by allowing learners to set personally meaningful goals, make the accomplishment of those goals probable but not certain, and by providing feedback throughout the learning process. How might you determine what motivates your target learners?

Different Intelligences

For the past several decades, educators have investigated and researched teaching strategies based on a theory developed by Harvard Educational Psychologist Howard Gardner: the Multiple Intelligences Theory (1987). Gardner hypothesized and then conducted research to establish the existence of eight different kinds of intelligence, each with a corresponding section of the brain:

	Logical Mathematical		Verbal Linguistic			Bodily Kinesthetic			Musical

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Intrapersonal

Interpersonal

Spatial

Naturalistic

Typically, instructional designers and educators tend to design instruction based on their own well-developed intelligences. As a result, such instruction reaches students who have strengths similar to those of the designer, but it often fails to facilitate learning for students who have different intellectual strengths. Ultimately, instruction designed with a variety of intelligences in mind results in an enriched experience for all learners.

For the learning activities for this lesson, you will take a multiple intelligences inventory to find out more about your own intelligences. Taking this inventory will make you more aware of the ways in which your learners may differ from you and from each other. An awareness of your own intellectual strengths and under-developed intelligences, coupled with an awareness of the characteristics of your learners, will enable you to avoid producing instruction that targets only learners with intellectual strengths that match your own or the strengths of the instructional designers or instructors on your eLearning development team.

For more on multiple intelligences theory and the strategies that have been developed to facilitate learning for students with different intellectual strengths, refer to the additional resources provided on the screen for this assignment.

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Wellness Needs for Online Learners

Due to the evolving nature of learner needs, an analysis of those needs should be continually revised throughout the process of defining and developing eLearning instruction, as new information is revealed.

Learners also have certain needs that are specifically related to learning at a distance. An example of how learner needs and characteristics can impact distance instruction can be found in the work of Scheer and Lockee (2003), who identified the "wellness" needs of online learners. The following table illustrates the type of resources that should be supplied to online learners (through the instruction or through the instructional delivery program) to meet some of those needs:

POTENTIAL WELLNESS RESOURCES (from Scheer & Lockee, 2003, p. 191)

Wellness Dimension

Occupational Wellness

Intellectual Wellness

Spiritual Wellness

Social Wellness

Physical Wellness

Distance Learner Characteristics

Wellness Resources

Distance learners must see the occupational relevance of the course or program in which they are enrolled.

Distance learners must possess or develop intrinsic motivation, be problem solvers, and be independent and efficient learners.

Distance learners, as adult learners, are moving from an external sense of self to an internal sense of self-definition and selfauthorship. This journey is very reflective and may include elements of spirituality.

Distance learners are not able to contact their classmates face-to-face. Developing social relationships may be challenging.

Distance learners are usually balancing many different roles and responsibilities, which may interfere with their ability to

Resources may include interest inventories indicating possible career choices and access to career advisors within their field.

Resources may include ways to improve study skills, reduce test taking anxiety, and improve time management.

Resources may include information regarding meditation and self-reflection, access to information regarding organized religions, and basic information pertaining to spirituality.

Resources may include interactive academic and non-academic communication possibilities between learners.

Resources pertaining to nutrition, exercise, and sleep, may be beneficial to learners and may help them to practice a healthier lifestyle.

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Wellness Dimension		Distance Learner Characteristics		Wellness Resources
		maintain a physically healthy lifestyle.
		Distance learners are geographically and		Resources may include stress management
		often psychologically isolated, and have
Emotional Wellness				information, basic information related to
		many diverse responsibilities and roles,
				maintaining emotional wellness, and information
		maintaining emotional wellness may prove
				about emotional counseling services.
		to be challenging.

Helping Students Be Successful

In addition to wellness needs, students have a need to understand what is involved in eLearning and what it takes to be a successful online learner. There are an abundance of self-assessments for online learning on the Internet, and your program should include one to help your learners determine whether their circumstances and lifestyle are compatible with your eLearning program. For example, students should contemplate such questions as:

1.What level of need do I have to take this course online right now, or is it a course I could postpone or take face-to- face later?

2.Can I set a schedule for myself and discipline myself to keep up with it to meet deadlines?

3.How important is it to me to feel part of a class and have face-to-face interaction with others?

4.How important is classroom discussion to my learning?

5.Do I prefer to figure out directions for assignments on my own, or do I prefer to have them explained to me?

6.How frequently and how soon do I need to receive feedback on my work?

7.With respect to my personal and professional schedule, how much time do I have to work on an eLearning course?

8.How difficult would it be for me to go to a specific location to take a course?

9.How proficient am I as a reader?

10.How well can I express my thoughts in writing?

11.How do I prefer to get help and to whom do I go for help when I don’t understand something I am studying?

12.How would I classify my ability to work with technology?

13.Do I have adequate access to the required technology for this eLearning opportunity?

14.How good are my time management skills?

15.Am I a self-starter?

16.How realistic and confident am I about my academic abilities?

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17.How persistent am I in completing my studies?

18.Do I enjoy working in teams and doing collaborative projects? (adapted from Palloff & Pratt, 2003)

19.What are my personal goals for learning?

Developing a Learner Analysis or Learner Profile

The combined information you collect on your learners and their characteristics and needs should be formalized and written up in a Learner Analysis or Learner Profile, and included in a strategic plan for your eLearning program. This information will provide a justification for decisions you make later in the process of defining your eLearning program or course.

References:

Craske, M.L. (1985). Improving persistence through observational learning and attribution retraining. British J. of Educational Psychology, 55, 138-147.

Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.

Jensen, E. (2005). Teaching with the brain in mind. (2nd ed.). Alexandria, VA: ASCD.

Knowles, M.S. (1970). Modern practice of adult education: Andragogy versus pedagogy. New York: Association Press.

Malone, T. W., & Lepper, M. R. (1987). Making Learning Fun: A Taxonomy of Intrinsic Motivations for Learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, Learning and Instruction: III. Conative and affective process analyses (pp. 223-253). Hilsdale, NJ: Erlbaum.

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Maslow, A. (1954). Motivation and Personality. New York:. Harper.

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National Center for Research in Vocational Education (NCRVE). (1987). Plan instruction for adults, Module N-4.

Columbus, OH: Ohio State University. Retrieved February, 13, 2006 from: http://www-ed.fnal.gov/lincon/staff_adult.shtml

Palloff, R.M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: John Wiley & Sons.

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–2. Available: www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Scheer, S.B., & Lockee, B.B. (2003) Addressing the wellness needs of online distance learners. Open Learning, 18(2), 177-196.

Schunk, D. H. (1983). Reward contingencies and the development of children's skills and self efficacy. Journal of Educational Psychology, 75, 511-518.

Van Overwalle, F., & De Metsenaere, M. (1990). The effects of attribution-based intervention and study strategy training on academic achievement in college freshmen. British J. of Educational Psychology, 60, 299-311.

Wilson, T.D., & Linville, P.W. (1982). Improving the academic performance of college freshmen: Attribution theory revisited. J. of Personal and Social Psychology, 42, 367-376.

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