Anderson asserts that a theory of online learning needs to reflect what is known about effective learning environments in general, and that the attributes of learning are; learner-centred, knowledge-centred, assessment-centred and community-centred. I found Anderson\u2019s descriptions of some of the terms somewhat limited, and I wonder if it has to do with how Anderson sees them in a post-secondary environment as oppose to a K-12 context.<\/p>\n
Anderson uses \u201clearner-centred\u201d to refer to the idea that the context of the learner, specifically his or her background, and prior knowledge be understood by the teacher, and that the learning environment take this into account, more for the purpose of the teacher correcting any \u201cmisconceptions the learner starts with in their construction of new knowledge\u201d (47), than for anything else. While I see this as necessary in the most effective learning environments, I think Anderson\u2019s view is narrowly constructed.\u00a0\u00a0Anderson\u2019s assertion that the focus would be better termed \u201clearning-centred\u201d rather than learner-centred is problematic to me in that it assumes a standard learner and ignore the real diversity in learners. I have seen examples of online learning support diversity in learners more in 8-12 contexts (as opposed to most – but not all – post-secondary contexts I have experiences) where students are able to access information in different formats and represent their learning in different ways.<\/p>\n
Regarding “community-centred” learning, I have experienced some online courses that have been able to develop a sense of community among the learners in an online environment. When I think about these situations, the following factors have been present:<\/p>\n
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On a different (but related) note, there has been some work done by the Centre for Educational Research and Innovation in the OECD called the Innovative Learning Environments Project which also refers to attributes or principles of learning. The Nature of Learning: Using Research to Inspire Practice<\/em> is a lengthy document, but worth the read. Chapter 8 specifically deals with Learning with Technology<\/strong> and provides a framework to distinguish the difference between technology-centred and learner-centred approaches to learning with technology.\u00a0The\u00a0chapter can be found\u00a0here<\/a>.<\/p>\n The research for the project was synthesized to identify 7 principles of learning. They include the following concepts:<\/p>\n\n