I.+Teaching+in+Traditional+Online+Environments+(Web+1.0)

=Teaching in Traditional Online Environments=

====Web 1.0 is the realm of the earliest online teaching environments. Look back to the past at [|www.youtube.com/watch?v=6_X04XwrUY8&feature=related]. What preceded today's online teaching and learning began with various definitions of //online course//. In many cases, an online course was primarily written content with attached quizzes or tests. For an activity that reflects this approach, see http://www.jobsetc.ca/toolbox/quizzes/mi_quiz.do?lang=e====

====Most courses were skill based, reflecting a traditional approach (teacher centered/directed) within an online environment. Institutions such as SIAST developed programs around mastery based learning (Newtonian paradigm) redesigned to accommodate individual learning pace. Computer use was viewed as more important than the process of learning. Researchers such as Hurn (2005) illustrate the need to move beyond "point and click" planning instructional design to focus on learning, not on hardware, and to take web-based pedagogy beyond these earlier approaches.====

====The traditional supplemental model (F2F augmented with online resources) and the correspondance model (similar to an online lecture) were identified by Tinker & Haavind (1996) as lacking consideration for learner need. Their early proposal of the concord model of online teaching influenced the design and development of courses which lead towards the Modern environment of online teaching. See [|www.concord.org/publications/detail/2003-elearning.pdf] for a thorough discussion.====

====Anderson (2004) illustrates two models of online learning: Community of Learning Model and Independent Study Model. While the community model is a virtual classroom based on existing campus classrooms, the independent model is geared to students who work at their own pace without the benefit of collaborative interaction. Institutions such as the University of Athabasca offer online courses based on both models, thus retaining some of the content-based skill progression of the past, along with the opportunity for group and social interaction in an online environment.====

====What we have learned from the traditional environment that preceded today's online teaching should assist the modern and future teacher in planning for the most successful learning experience for students.====

====The paradigm shift impacting education, and in particular online teaching, must retain focus on what is truly important. "The critical aspects of learning (brain compatible classroom, learning styles, multiple intelligences, and emotional intelligence...) don't vary from online or classroom" (Siemens, 2002).====

**Discussion Question**:
====//In the early stages of "the dance" of online teaching, computer technology was used primarily for __training__ as opposed to __learning__. What were the benefits of this application and what factors in business and education lead to change in the design and delivery of online instruction?//====