Research on Designing an E-Learning Course on Foundational Mathematics

E-Learning Course Design and Mathematics

For First-Year Pharmacy Students.

INTRODUCTION

Increasingly embraced by higher-learning institutions throughout the world, e-learning may indeed be the context of the future for university learning. E-learning, also widely referred to as distance learning, provides an alternative channel through which learning takes place asynchronously; students are able to complete work at their own convenience, ideally without sacrificing content knowledge or critical understanding. For pharmacy students, distance learning can provide an invaluable medium through which they can prepare for the calculations portion of the Royal Pharmaceutical Society of Great Britain (RPSGB) preregistration exam, decreasing stress levels fostered by traditional classroom contexts without diluting the needed, foundational mathematics content. This project explores the most salient elements of e-learning courses with particular cognizance for the structure of mathematics, distance learning courses in an effort to design a comprehensive class for first-year pharmacy students preparing to take the RPSGB preregistration exam.

Distance learning is not a new endeavor within the United Kingdom. British education was exported throughout the nation's colonies in the form of correspondence classes, effectively disseminating the educational system of the UK to parts of Africa, Asia, and the Caribbean (Gaudelli: 97). While the age of colonization has been replaced with one of globalization, distance learning remains a widely used, albeit much contested avenue for education. The research varies widely regarding the benefits and ills of distance learning, particularly as distance learning has now become almost entirely defined by the internet (Gaudelli: 97).

There is evidence to suggest that web-based, distance learning fosters more in-depth discussion and greater student understanding then does the traditional classroom context (Gaudelli: 97). However, this heartening evidence rarely stems specifically from mathematics courses; thus, mathematics, e-learning classes warrant their own study (Gaudelli: 97).

Well documented, however, is the ability of e-learning courses to decrease student stress due to the asynchronous nature of most e-learning courses (Canales-Gonzalez & Kranz: 139). Additionally and very pertinent to this particular project is the comparatively higher level of stress experienced by students of healthcare professions (Canales-Gonzalez & Kranz: 139). The most stressful events of healthcare students are exam preparation, transition periods between school and clinical training, and a perceived lack of supports in place within their academic institution (Canales-Gonzalez & Kranz: 139).

Student stress is associated with a multiplicity of psychological and physiological ills, many of which can severely lower quality of life (Canales-Gonzalez & Kranz: 139, Gupchup, Borrego, & Konduri: 292). In their article entitled "The Impact of Student Life Stress," authors G. V. Gupchup, M. Borrego, and N. Konduri cite "in the hope of preparing students for their future roles as pharmacists, it is important to identify stressful factors that may affect their successful development" (292). The evidence from the aforementioned authors' empirical study suggests that the crux of student stress stems from time spent within the classroom specifically.

In essence, there is evidence to suggest that e-learning courses can reduce student stress, and pharmacy students are a high-risk population for student stress, particularly at transition points from graduation to the workplace; it is precisely during this transition point that students need to begin preparation for the preregistration exam. By extension, e-learning courses that can aid in preparation for the most salient components of the exam, such as the calculations portion, can mitigate the effects of stress associated with the traditional, mathematics classroom.

The following chapter explores the relevant, recent literature on e-learning in an effort to design an e-learning, preparatory course in foundational mathematics. Using examples of existing e-learning mathematics courses and empirical studies regarding optimum, e-learning design, the most salient elements of an e-learning course are identified in conjunction with common pitfalls which will be avoided during the course design. Most saliently, structural elements that promote a healthy redefinition of teacher and student roles within the context of e-learning are explored as integral to quality, e-learning design.

REVIEW OF LITERATURE

While distance learning is more than a century old, e-learning is comparatively very new. The architecture of e-learning courses, by extension, remains largely experimental (Koohang & Plessis: 38). The optimum design elements for e-learning in general as well as for mathematics e-learning courses will be explored in the following review of recent, scholarly literature as will the implications of e-learning on the social context of the learning environment, the roles of teachers and students, and the ethics of academia. In synthesizing the existing literature, the most salient ways in which to design an e-learning class for first-year pharmacy students will be ascertained.

Instructional Design Elements

The challenge of e-learning course design is how to extricate the most successful elements of traditional, classroom learning and adapt to them an electronic environment whilst highlighting the strengths of electronic learning not present within a traditional environment (Koohang & Plessis: 38). The literature suggests that such course design focuses equally on instruction, or course content, and usability, or the delivery of the content (Koohang & Plessis: 38). In their article entitled "Architecting Usability Properties," authors A. Koohang and J. Plessis contend that "instruction is the doing and usability is how the doing is facilitated and optimized. Usability in an e-learning context refers to diverse things such as the platform specifications; screen layout; the navigational system and structure; the esthetic qualities of a product or platform; and all the traits that promote user-friendliness. All these aspects then support instruction, and consequently instructional design for e-learning" (38). By extension, instructional design and usability ideally complement each other in an e-learning environment.

Usability in E-Learning

How usable an e-learning course is depends on wholly on the following factors: effectiveness, efficiency, reliability, flexibility, and aesthetic (Koohang & Plessis: 38). In essence, the course must be easily navigated and visually pleasing, lest the instructional design will be ineffective regardless of its stand-alone efficacy. Koohang and Plessis cite that "the interface design has to reflect consistency; consistency in the layout, the use of graphical features, and the use of categorization structures and fonts. The visual impression has to be clean. This avoidance of clutter implies an interface design that adheres to the principles of minimalism" (38). Additionally vital considerations in usability are high-contrast between text and screen background, soft color combinations that are not daunting to the eye, and a general level of consistency between the aesthetic of the design and the content of the course.

The bridge between usability and instructional design is the communicative component of an e-learning course, as interactive options such as video conferencing, instant messaging, threaded discussions and student-to-student or teacher-to-student discussions are paramount within an electronic classroom (Koohang & Plessis: 38); such communicative elements promote synchronous learning as opposed to a purely asynchronous course. Koohang and Plessis rightfully assert that e-learning courses "of today and the future will be judged not just by how well given technologies are implemented, but also by the choice of onboard technologies and tools to expand the possibilities of communication between all those participating in the e-learning event, as well as the communication or interactivity between learner and content" (38).

Instruction in E-Learning

Regardless of the usability of an e-learning course, however, the instructional component of the course is crucial, as it is within any learning environment. Clear delineation of course objectives at the onset of a course is vital to student success, as is continual teacher-student and student-student communication (Sadik & Reisman: 157). While e-learning is known to foster a higher level of independency in learning than the traditional classroom, critical is it for teachers to maintain control of their electronic classroom through clear-cut deadlines and frequent messaging. Perhaps most saliently, there is substantial evidence to suggest that ways in which to design an e-learning course depend wholly on the subject to be taught.

Mathematics and E-Learning

In contrast to humanities courses, mathematics and science courses have proven to have their own unique place within the context of e-learning. Several empirical studies have concluded that mathematics, e-learning courses should incorporate synchronous elements as much possible, such as video lecturing and instant messaging (Sadik & Reisman: 157, Robinson & Latchem: 152). Additionally, teachers should incorporate a multiplicity of real-world examples for the teaching of mathematic content, charging students to reframe abstract, mathematical concepts as relevant to their lives. There is evidence to suggest that a formidable ill of e-learning, mathematics courses is the failure of the teacher to intervene in student-to-student discussions when there is apparent confusion over a concept (Sadik & Reisman: 157).

While the precise content and instructional design of existing mathematics e-learning courses varies widely, most include online tutors, message boards, calculators, and, in some instances, online textbooks (Corey & Bower: 321). The electronic tutor allows students to e-mail a question to a tutor and have it answered promptly; this is in contrast to the online calculators which are fully automated.

The best practices in mathematics e-learning, however, invoke the use of audiovisual media (Robinson & Latchem: 152). The use of real-time lectures in which teachers can demonstrate abstract concepts thoroughly and answer pertinent questions are integral to mathematics e-learning. Additionally, downloadable visual media demonstrations of how theoretical or abstract concepts can be applied to everyday situations or situations which may be encountered within the professional environment are critical (Robinson & Latchem: 152). While the literature on mathematics assessment within the e-learning environment is scant, the existing research suggests that multiple-choice practice quizzes do not enhance learning, and the use of alternative assessments should be used within the e-learning context whenever possible (Harter & Harter: 507).

In essence, mathematics e-learning requires less asynchronous learning and more audiovisual demonstration of abstract concepts; this can be easily included within the instructional design of a course, however, through constant interaction between teachers, tutors, and students and the integration of practical examples (Robinson & Latchem: 195). Cultivating the social context of e-learning is then crucial to a mathematics course.

The Social Context of E-Learning

The social context of any learning environment is the place in which students interact with one another and, ideally, make sense of the course content (Amelung: 501). Discussion boards, instant messaging, and chat rooms are all integral to the social context of e-learning, and particularly salient to the mathematics, e-learning environment. The flexibility of the learning process within an e-learning environment aids in fostering genuine connections between students, even if the course is delivered in an entirely asynchronous manner (Adeoye & Wentling 2007: 119).

Redefining Roles for E-Learning

In addition to the learning environment, the roles of teacher and student are forcefully influenced by the e-learning context. In his article entitled "Distance Learning," author N. Dabbagh writes that "traditional face-to-face learning environments have long been associated with classroom instruction in which the teacher is the expert, the main deliverer of knowledge, and the sole assessor of student learning" (37). Within the e-learning environment, the teacher should remain true to their roles within the traditional classrooms, remaining the proverbial cornerstone of effective curriculum delivery. The challenge is to remain a teacher within an e-learning environment rather than merely a transmitter of information or a course coordinator (Khine: 127).

The e-learning context also redefines the role of the student. The use of embodied agents (avatars), for instance, is highly controversial. From one perspective, avatars provide a valuable vehicle for simulating actual, interpersonal interaction. However, critics of avatars contend that their use impedes genuine interaction and relegates the learning environment to a lighthearted, casual context (Mahmood & Ferneley: 143). Regardless of whether avatars are used, however, the role of the student within an e-learning context is one of self-direction, as his or her identity is entirely construed within an electronic environment.

By extension, students who are particularly successful within the e-learning environment are independent and autonomous, able to cope well without face-to-face interaction between teacher and student. Time management is then a critical element in e-learning, as students need to be motivated to complete the work on their own, outside of a classroom context (Hsu & Shiue: 143).

Ethical Issues of E-Learning

One of the most salient ethical considerations with respect to e-learning is then how to create equality within the electronic classroom when there are clearly students who are able to work well independently and others who struggle with the independence of the e-learning environment (Char-Chellman: 95). In her article entitled "Desperate Technologists," author A. Char-Chellman writes "while it may be true that online education offers anonymity, and open access which invites diversity, there is nothing inherent in the characteristics of the online media itself which forces any sense of confrontation or contact with that diversity" (95). More saliently, the nature of distance learning may be unfairly biased against socioeconomically challenged populations who have not had similar amounts of interaction with the technology to their comparatively socioeconomically fortunate counterparts (Char-Chellman 95); such populations may also not have access to the required technology for the class in the convenience of their own homes and be consequently confined by public library hours.

Other literature suggests that distance learning receptivity is also influenced by gender, with women having a slight proclivity for visual learning and thus not as adept within the distant learning classroom as their male counterparts (Zhang: 45). However, the literature concurrently suggests that this difference may be mitigated by higher levels of organization, responsibility, and independency among female learners (Zhang: 45).

Synthesis

In synthesizing the current literature in an effort to define the most salient elements of e-learning, the following key points emerge:

- Usability in conjunction with instructional design are crucial and complementary elements of any e-learning course

- The efficacy of mathematics e-learning courses is enhanced by audiovisual media, real-world examples of abstract concepts, teacher-student communication, and synchronous instruction

- Cultivation of the social component of an electronic classroom is crucial and done through chat rooms, discussion boards, and other forms of student-to-student communication

- The role of the teacher is critical, as he or she must work hard to maintain a position as the facilitator of learning

- The role of the student is altered as well, as he or she does not have the same interpersonally represented identity as he or she has within a traditional classroom

- A critical ethical issue is that delivery of electronic instruction may be unfairly biased against socioeconomically challenged populations

In designing an e-learning course that would prepare pharmacy students for the calculations component on the preregistration exam, crucial is it to consider the recent literature reviewed herein, as it provides a firm foundation for ascertaining the most effective elements of mathematics, e-learning courses.

Summation

The United Nations Educational, Scientific, and Cultural Organization (UNESCO) has cited that distance learning is the most promising technological development with respect to education, as it holds the power to substantially increase access to education in areas of the world where quality education is elusive (Perraton & Lentell: 249). While e-learning has plateaued slightly during recent years, it remains a deeply ingrained component in most major universities, delivering at least basic, prerequisite courses to working, multigenerational populations (Hogarth & Dawson: 87). For pharmacy students entrenched within the stressful transition period between graduation and taking the preregistration exam, a preparatory mathematics class could be an invaluable course offering, preparing them for not only the calculations portion of the exam but also future encounters with real-world use of mathematics. By extension, the most salient component of this course may be the inclusion of a variety of practical mathematics skills that pharmacists use within their profession.

In essence, e-learning remains a new enterprise despite its widespread delivery. In his text entitled E-Learning Strategies, author D. Morrison writes that "the challenges for e-learning lie in the short and medium term: in the short term because enterprise learning departments are being tasked with making e-learning work effectively using what are still embryonic tools; in the medium term because all e-learning practitioners are struggling to develop a clear and imaginative vision that will give direction to their current efforts and mollify those making substantial investments in e-learning's promises" (XI). This literature review will serve as the foundation for an "imaginative vision" for a workable, effective mathematics course for first-year pharmacy students.

The best practices in e-learning education are rooted in maintaining the effective strategies of the traditional classroom whilst using the available technology to increase accessibility to and delivery of quality education. This project will focus on providing a critical channel through which pharmacy students can prepare for the preregistration exam, providing an invaluable, flexible avenue for learning during one of the most stressful times in their university careers. Using the information yielded by this comprehensive search of recent, scholarly literature, the following section will discuss the methodology and evaluative procedures for course design, aiming to delineate concrete hypotheses for the outcomes of this course delivery. The literature review was successful in yielding the most salient components of e-learning, with particular emphasis afforded to instruction design, mathematics education, ethical issues, and teacher-student roles. By extension, design of the course incorporates all of the key elements birthed from the literature.

References

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Canales-Gonzales, P. L., & Kranz, P. L. Perceived Stress by Students in a Pharmacy Curriculum. Education, 129(1), 139+.

Carr-Chellman, A. A. Desperate Technologists: Critical Issues in E-Learning and Implications for Higher Education. Journal of Thought, 41(1), 95+.

Corey, D. L., & Bower, B. L. The Experiences of an African American Male Learning Mathematics in the Traditional and the Online Classroom-a Case Study. The Journal of Negro Education, 74(4), 321+.

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