“Learning Roles Online”
Learning Roles Online
Mar 12, 2003
- This site is a concise, one page grid containing different learner and teacher
roles based upon different learning theories/philosophies. The grid provides
brief information about Humanism, Behaviorism, Cognitivism, and Constructivism.
The students? role and the teacher's role are briefly described for each
philosophy/theory. A few activities for each philosophy/theory are provided in
the last column.
- Type of Material:
- Reference Material
- Recommended Uses:
- This site could act as a reference point for teachers in training at all levels
and with all subjects. It also offers a beginning point of planning and
discussion regarding online instruction considerations and possibilities.
- Technical Requirements:
- Access to the Internet and a web browser is needed. This site cannot be read or
viewed easily in Netscape 4.7 or lower.
- Identify Major Learning Goals:
- Educators will gain an understanding of how different theories/philosophies
undergird different approaches to teaching and learning in the online
- Target Student Population:
- Students and faculty in in teacher education and psychology programs, especially
those in online or web-assisted classes will find the site useful.
- Prerequisite Knowledge or Skills:
- An introduction to the psychology of teaching and a basic understanding of each
theory presented will make this site more valuable and beneficial to users, but
it is not required.
- The site gives a quick overview of theories/philosophies and what roles and
activities theyare based upon. Humanism, Behaviorism, Cognitivism, and
Constructivism are profiled followed by styles of learning choices. Outlined
teacher's role choices include: Coach, Expert/Certifier, Manager, and
Facilitator/Mentor. These are each followed by a few ideas for online teaching
- The brevity of the information may lead to confusion on the part of a student.
A bit of additional information at this site would increase its significance. A
rationale for how and why this page was developed and how it is used by the
author would offer users a point of reference and clearer way to implement the
- The grid could be a good starting place for students to discuss learning theory.
Because the site is accessible online, instructors can, with permission of the
author, use it with their students. The site could complement an in-class
introduction to the pedagogy of teaching. Students could also review the
information and conduct their own discussions, debates, or written summaries.
- It would be useful to other higher education faculty to know the background of
this page, how students in the course with the author use and respond to this
grid, and what reflections the author now has from using the page. If one uses
this grid, it is recommended to include a series of assignments that take the
students? answers and use them for activity selection. Just having students
use the grid to determine what they would like in an online environment is
useless, if the instructor does not make allowances and design activities for
each possible philosophy/theory.
- The organization of the information is nicely done. The matrix format
with colored key headings across the top allows for quick reference work.
- The site is unreadable to those using Netscape 4.7 or earlier. The font is too
small and cannot be enlarged to be read. While the user can enlarge the type in
some browsers, not all people using the grid would know how to do so.
- Creative Commons: