LLG 3 Online Course
Comparison
Francesca Falco
Tanya Reynolds
Chris Steck
Introduction
• Our group chose two online courses to
review. The following is our evaluations and
experiences as individual learners, as well as
the learning theories we identified in the
courses. The presentation is broken into
three segments: review of selection #1,
review of selection #2, and closing thoughts
on the overall experience per learning style.
Viewing Selection #1
www.udemy.com
Concrete Experience Learner’s Review
• Topic was applicable to learner’s profession
• Information was communicated in a way that was
relatable and easily understood
• Intrigued by both topic and presentation methods
• Appreciated witnessing techniques being taught
employed in the presentation
• Has since employed learning in career
Balancing Learner’s Review
• Extremely affable and accomplished presenter
• Information shared in a highly clear & pragmatic way
• Woven empirical data underscores information
emphasizing relevance
• Uses humor and shock to keep viewer’s attention
• Each module ended with a challenge to reinforce
learning and application
Reflective Learner’s Review
•
Immediately engaged and excited to learn
•
Presenter’s style ensured the information would resonate with the learner
•
Appreciated the cheeky, off color humor
•
Valued 90 minutes of information being broken down into several less
overwhelming intervals
•
Empirical information was presented in a fashion that enforced a point instead
of being the main focus
•
Took notes and was interested the entire time
•
Will look for additional lectures from the author
Applicable Adult Learning Theories
Course : 7 Scientifically Proven Steps To increase your Influence - MOOC –
Udemy.com
Theory
Evidence
Behaviorist
Humanist
Cognitivist
The course is constructed in order to elicit behavioral improvement and skill development.
Examples and exercises are structured in order to help alter behavior (Merriam, Caffarella, &
Baumgartner, 2007).
Self-directed learning designed to assist in cognitive development of the person. The presenter
states that the objective is to “be the best version of yourself (Merriam, Caffarella, &
Baumgartner, 2007).”
The content is designed for people who want to build and improve their ability to influence.
The course has a number of experiments or “challenges” in order to expose the learner to
development and manipulation of the material via the experiments in a way to fit to new tasks
(Merriam, Caffarella, & Baumgartner, 2007).
Social
Cognitive
Little evidence exists of social cognitive theory in this specific 90-minute module. The selfdirected eLearning does not include interaction and observation is a social environment.
However, some linkages can be drawn in that Instruction is provided to do external
experiments via the “challenges” where social interaction and observation will assist in
learning insights (Merriam, Caffarella, & Baumgartner, 2007).
Constructivist
Positing that past experiences with the subject matter of influence lead people to this course
in order to improve, then the learner can create meaning from their experiences and
construct knowledge from the information and practice challenges in order to reflect and
potentially have transformational learning (Merriam, Caffarella, & Baumgartner, 2007).
Viewing Selection #2
Concrete Experience Learner’s Review
• Presenter was a great public speaker and very influential
• Made valid arguments in reference to patient experience
and level of care
• Points were well received from an audience composed of
health care professionals
• Information was specific to a target demographic
• Was not able to connect with the speaker
Balancing Learner’s Review
• Delivered engaging presentation on a topic of
interest
• Employed a lecturing presentation style which was
not as striking or impactful
• Used rhetorical questions but not to develop a skill
• Evoked emotions and provided stories to encourage
self-reflection, draw personal meaning, and frame
personal insights
Reflective Learner’s Review
• Opening heartfelt story initially captured attention
• At one point was more focused on when the
presentation would end compared to the topic
• Felt the topic was on a previously identified universal
issue
• Finished the video feeling unchanged by the
experience
Applicable Adult Learning Theories
Course: The Next Revolution in Healthcare? Empathy By Paul RosenTEDxWilmington
Theory
Evidence
Cognitivist
By definition, TED talks are intended to spread powerful ideas in order
to change attitudes, lives and the world (Ted.Com, 2017). The speaker
frequently asks the audience to recall their memories, experiences,
and insights to process the information he is presenting (Merriam,
Caffarella, & Baumgartner, 2007).
Constructivist
Stimulate dialogue and challenged the status quo of practice within a
community of practice, i.e. the healthcare providers in the audience.
People construct meaning to the content and ideas that are being
shared from their own experience as evidenced by how the speakers
asks the audience to draw on their own memories and asks them to
draw on their interaction with that experience (Merriam,
Caffarella, & Baumgartner, 2007).
Concrete Experience Learner’s Closing Thoughts
• The learner gained most when able to apply
the learning in current career to improve
performance.
• An attempt for emotional appeal clouded
focus and complicated both efficiency and
effectiveness causing the learner to
disconnect.
Balancing Learner’s Closing Thoughts
• As a flexible learner, the learner was able
to easily switch the learning approach to
adapt to the situation; learner was able to
enjoy two extremely different learning
opportunities.
Reflective Learner’s Closing Thoughts
• Learner wonders if the challenge to engage
in the TedTalk was a result of the
information having been previously
collected instead of the learner being able to
contribute.
In Closing…
• This group was comprised of three members
with three vastly different learning styles
causing each member to have a unique
experience. This process was an eye
opening experience of adult learning in the
digital age.
Works Cited
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M. (2007). In S. B. Merriam, R. S. Caffarella, &
L. M. Baumgartner, Learning in Adutlhood (pp. 275-297). San Franscisco: Jossey-Bass.
Rosen, P. (2014, August). Retrieved from YouTube.com:
https://www.youtube.com/watch?v=8BKN7RFhdq4
Ted.Com. (2017, 27 May). https://www.ted.com/about/our-organization. Retrieved from Ted.com:
https://www.ted.com/about/our-organization
Van Edwards, V. (n.d.). Retrieved from Udemy.Com: https://www.udemy.com/7-scientificallyproven-steps-to-increase-your-influence/learn/v4/overview