Embarking on an eLearning Technological Journey

I returned to university to complete my degree later in life and was privileged to learn from and work alongside master instructors.  Their passion and example inspired me to make learning for students both meaningful and interesting.   Over the years, using technology in education has become the norm; teaching hybrid and online courses is expected. 

To be more effective in the online teaching and learning environment, I longed to be more adept in using technology.  Yikes!  Even the thought of taking a course overwhelmed me because technology scares me!   Yet, I knew the only way to make my ‘wish’ come true was to embrace my fear and to dive into the world of eLearning by taking online technology courses.

When starting my new eLearning journey, my aims were

ü  to learn more about technology – not only about the uses for different tools such as widgets, blogs, twitter, etc.—but, more importantly, to learn how to use the tools to create effective lessons

ü  to learn if and how various online tools can be used to enhance student understanding, motivation and participation in both face-to-face and the online learning environment

ü  to learn how to overcome or use strategies to fight my own learning demons so that I can help others who struggle similarly.

Without a doubt, my biggest mental challenge was the strong opinion I have long held that I am not ‘smart’.  My feelings of technological inadequacy have been reinforced through institutional training workshops that leave me more confused because I often do not understand terminology or applications.  Even though I love learning, I tend to self-sabotage by procrastinating when I ‘fear’ I will not be able to understand or apply what I am reading. 

In their article, “How and Why to Become a Life-Long Learner,” Brett and Kate McKay cite  Steven Covey, author of “The Seven Habits of Highly Effective People” who claims that when one plans to teach something, that person becomes more motivated to learn the material.  He adds that teaching forces one to ‘look at the concept with a beginner’s mind which can provide clarity and insight” as suggested by research referring to the production effect (verbalizing what you are learning to ensure one understands learning.  (McKay, 2013)Dr. Gruber participated in research that concluded that, “Curiosity may put the brain in a state that allows it to learn and retain any kind of information, like a vortex that sucks in what you are motivated to learn, and also everything around it."  Furthermore, the team discovered that when curiosity motivated learning, there was increased activity in the hippocampus, a brain region that is important for forming new memories, as well as increased interactions between the hippocampus and the reward circuit. (Matthias J. Gruber, 2014)

In “Emotional Obstacles to E-Learning”, Juutinen et al explain how technophobia can increase a learners risk of withdrawing from an online course.  (Juutinen, Huovinen, & Yalaho, 2011)

This information normalizes some of the frustrations and concerns that I and students may have about online learning.  Furthermore, this information helps me to accept that ‘frustration and anxiety are part of diatribe of the computer user’s life’.  Yet, there is hope!  Research has shown that “someone who has been reacting very negatively towards technology can later even like using technology…referred to as emotional learning.” (Juutinen, Huovinen, & Yalaho, 2011)

As research corroborates, I believe that my ‘curiosity’ will help motivate me.  To be sure I retain new learning, I will experiment with different ways to use my learning.  Once I think I am confident with my skills, I will consider how I might ‘teach’ my students or how I can incorporate new learning into my teaching practice.

References

Juutinen, S., Huovinen, T., & Yalaho, A. (2011, September/December). Emotional Obstacle in E-learning - The fear of technology. International Journal for e-Learning Security, 1(3/4). Retrieved October 16, 2014, from https://jyx.jyu.fi/dspace/bitstream/handle/123456789/37191/9789513945848.pdf?sequence=1

Matthias J. Gruber, B. D. (2014, October 2). States of Curiosity Modulate Hippocampus-Dependent Learning via the Dopaminergic Circuit. Neuron. Retrieved October 15, 2014, from http://www.sciencedirect.com/science/article/pii/S0896627314008046

McKay, B. a. (2013, March 18). How and Why to Become a Life-Long Learner. The Art of Manliness. Retrieved October 3, 2014, from http://www.artofmanliness.com/2013/03/18/how-and-why-to-become-a-lifelong-learner/