Creating An Online Learning Environment That Fosters Information Literacy, Autonomous Learning and Leadership: The Hawaii Online Generational Community-Classroom. This essay is by Leon James. It was published in the Second Annual Conference on Teaching in the Community College (Electronic) Journal (TCC-J), Trends and Issues in Online Instruction, Spring 1997 issue.
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This paper presents the results of analyzing various aspects of an online generational community of students who enroll in an Internet-integrated college course. Students write self-reports on various aspects of their experience as part of their class work. Content analysis of these reports help identify various dimensions of learning in an online environment. Results indicate that students go through 3 phases during the semester: (1) Becoming information literate; (2) Becoming self-directed autonomous learners; (3) Exercising leadership and inventiveness. Within each of these phases, evidence reveals student behaviors in three behavioral areas: affective (e.g., improving self-confidence), cognitive (e.g., acquiring content and vocabulary), and sensorimotor (e.g., acting as a generational participant). The paper details each of these with references to the student reports. All generational student reports are available on the Web. A classified inventory of online student behaviors was prepared with samples of text from the student reports. The online generational approach is suitable for any subject field in any instructional setting. The taxonomy of online educational objectives and skills is usable for planning and assessing online instruction. Several principles of online instruction are identified including how to help students to think creatively and use group forces as a learning resource.