Volume 6, No. 1, Winter 2002

Cover | Oslet | Perspective | Handhelds | Probeware | Monday's Lesson | Online Courses | e-Learning | Modeling

The CC e-Learning Model

Years of research and development have made Concord Consortium a leader in online education. In 1994, we conducted a survey of the existing approaches to online course development to determine what worked well and where problems existed. That research became the foundation for our subsequent work in designing, delivering, and studying online learning. From this work, we have developed a model for e-learning that we have found is highly effective and affordable.

The Concord Consortium e-Learning Model grew out of the International Netcourse Teacher Enhancement Coalition (INTEC). Funded by the National Science Foundation, INTEC delivered a graduate-level teacher professional development course that helped over 600 secondary science and mathematics teachers incorporate inquiry into their teaching.

Building on the INTEC experience, we created the Teachers Learning Conference (TLC) for the Virtual High School (VHS). The TLC became the key to the success of VHS because it prepares classroom teachers to become online course developers and facilitators through direct use and modeling of the Concord Consortium e-Learning Model. Over 300 teachers have completed the TLC and created successful courses of their own.

Our e-learning model, which incorporates student collaboration, good instructional design, and alternative assessment strategies, is an effective way to deliver most course topics. Because it offers the promise of "anytime, anywhere" education, it could democratize education and greatly increase the educational opportunities available to all.

The following principles define our approach to delivering quality e-learning. The first three describe the asynchronous, scheduled model that is widely utilized. We have found that the remaining characteristics are essential for the success of this model.

• Asynchronous collaboration. The core learning strategy is based on group discussions and collaborative problem solving. Participants do not have to be logged on to the course simultaneously; they can work most effectively in an asynchronous environment.
• Explicit schedules. Online courses that rely on collaborative discussions require detailed schedules so participants can share similar experiences and insights.
• Limited enrollment. Between 12 and 25 participants are enrolled in a class or section for effective collaborative learning.
• Expert facilitation. Online courses are led by a qualified person specifically trained in online facilitation.
• Inquiry pedagogy. Courses are designed so that participants learn through guided inquiry. Many specific design elements that contribute to inquiry-based learning are required.
• Community building. Course designers and facilitators design and nurture a community culture in which participants are supportive, honest, and willing to take intellectual risks.
• High-quality materials. Courses include the best materials and utilize the widest feasible range of media and activities to accommodate different styles of learning.
• Purposeful virtual spaces. Online courses are structured so that different kinds of communication are clear.
• Ongoing assessment. Online assessment is a continuous, ongoing process. This leads to more authentic assessment and avoids problems of monitoring tests remotely.

The projects described in this newsletter are supported by grants from the National Science Foundation, the U.S. Department of Education, the Noyce Foundation and others. All opinions, findings, and recommendations expressed herein are those of the authors and do not necessarily reflect the views of the funding agencies. Mention of trade names, commercial products or organizations does not imply endorsement.

All Contents Copyright © 2002, Concord Consortium. All Rights Reserved.