Increasing Completion Rates through a Self-Service Online Learnng Strategy

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Increasing completion rates through a self-service online
learning strategy
Jo Jenson
Melbourne, Australia
Successful online learning in a globalised adult education marketplace relies heavily on
designing and implementing a teaching and learning strategy that countenances self-directed
learning. Self-directed learning is a process whereby the learner identifies their learning needs,
determines learning objectives, formulates their criteria for evaluation, identifies and pursues
learning resources and strategies, and finally evaluates their own learning (Knowles 1975). This
self-service online learning education strategy builds upon Knowles definition of self-directed
learning. This paper transcends this theory into that of self-service learning with Jenson (2015)
defining self-service as ‘providing online learners with a multi-channel mechanism enabling
customisation of their online learning experience.’ Self-service online learning aims to deliver a
proactive motivational online learning experience which successfully enriches both online
teaching and learning practices.
A blended learning approach to self-service online learning
Research continues to acknowledge that “learners are motivated to learn when they learn in new and novel
ways” (Kozma, 1991; Salmon, 2013). Moore (1989) confirmed three types of interactions are critical for
online learner success: (1) learner-to-content, (2) learner-to-instructor, (3) learner-to-learner. In 1994,
Hillman, Willis and Gunawardena (1994) added a fourth interaction (4) learner-to-interface. In contemporary
times online learning language has changed, and to reflect current terminology used in academic online
learning environments, this paper (Jenson & Cavicchia, 2015) uses the terms learner-to-teacher in place of
learner-to-instructor and as learner-to-LMS (learning management system) in place of Learner-to-interface.
The overarching self-service online learning strategy (refer Figure i) adopts a blended learning approach
assimilating these four types of interactions with the following:
● Simulated online learning modules (formal ownership self-directed learning);
● Industry placement (where deemed compulsory by the training package);
● Flipped classrooms delivered through webinars (informal self-directed learning); and
● Face-to-face workshops where stronger learners will be socially grouped with the weaker learners
(Knowles, 1973) creating a dynamic of collaboration and support for a deeper learning experience.
Self-service online learning design
Learning design is vital to provide an epistemologically robust online learning experience. Improvements in
online learning technologies now provide the opportunity for self-service learning delivery. The use of
technology in learning design connects the learner’s increasing expectations as technology enables the
delivery of purposeful, planned, cohesive, inclusive, collaborative, and stimulating learning experiences.
Learning design focuses on how learners want to learn, and on creating the multidisciplinary, multi-
generational learning communities required to solve complicated issues facing the world today. Rather than
spoon-feeding learner’s knowledge, a self-service online learning model provides learners with the
opportunity to develop their cognitive skills in a well-functioning learning environment until they develop
higher-level independent learning skills. The development of higher-level independent learning skills
develops self-directed study skills enabling the learner to act as their own teachers and take control of their
own learning.
Self-service online design is fundamentally based on a blended learning and student-centred approach where
a variety of techniques and active learning experiences for students are incorporated (see Figure i) and is
delivered through learning management software enabling opportunities for the incorporation of activities
that appeal to different learning styles. The data developed by Jenson and Cavicchia (2015) in Figure i has
been aligned to Moore (1989) and Hillman, Willis and Gunawardena (1994).

Figure i. Self-service model mapped against 7 principles of good online practice.
The challenge lies in bringing change to traditional pedagogical systems and structures to drive innovative
learning in an online environment. Learning design must take into consideration both cognitive development
and multidimensional factors which include perceptual and affective modalities. Research suggests the most
effective learning occurs when courses are designed to appeal to these various learner styles. The course
concept of learning styles according to James and Gardner (1995, p. 20) is “how people react to their
learning environment”. Important theories of learning styles as defined through Dunn (2000, p. 9) suggest
that learning styles are a biologically and developmentally determined set of personal characteristics and
vary in effectiveness between learners even though instruction is identical.
Self-service online virtual learning environment
The design of content utilising a virtual learning environment allows the development and inclusion of
augmented reality learning objects. Pimentel (1999) defines virtual learning environments as:
One that allows learners to perceive the environment, assess situations and
performance, perform actions and proceed through experiences and lessons that will
allow them to perform better with more experience on repetition on the same task in
similar circumstances. This definition of a virtual learning environment emphasizes
the importance of learning. Learners in a virtual environment are expected to make
use of and include examples, observations, experiences, situations, rules, concepts
and techniques in a continuous (e.g., day by day or week by week), permanent (i.e.,
committing knowledge into memory) fashion to improve the performance of the
execution of tasks” (p.75).
A virtual learning environment incorporating augmented reality delivers the opportunity to create a simulated
learning environment. Augmented reality is a global practice which is the blending of virtual reality and real
life, as developers create images within applications that blend in with contents in the real world. With
augmented reality, users are able to interact with virtual contents in the real world, and are able to distinguish
between the two. Incorporating augmented reality into a self-service online learning design caters to
different learning styles through the engagement and motivation of diverse learners, thereby supporting self-
directed learning across multiple learning styles. The simulation for an inability to replicate a workplace is a
core objective of transformative technologies and is a key component of its delivery.

Implementing principles of good practice
Chickering and Ehrmann (1996) suggest using technology to support online instruction through the
implementation of the following seven practices:
1 Encourage contact between students and faculty;
2 Develop reciprocity and cooperation among students;
3 Use active learning techniques;
4 Give prompt feedback;
5 Emphasize time on task;
6 Communicate high expectations; and
7 Respect diverse talents and ways of learning.
Adopting the self-service online learning methodology developed by Jenson and Cavicchia (2015; refer
Figure i) delivers online programs which are structured to achieve learning outcomes that deliver purposeful,
planned, cohesive, inclusive, collaborative, and stimulating learning experience. The self-service model
takes into consideration; (1) changes in self-concept, (2) the role of experience, (3) readiness to learn, and (4)
orientation to learning (Knowles, 1973).
The online self-service learning model adopts the theory of Kolb (1981), James and Gardner (1995), and
French (1975a, b). Kolb (1981, p. 235) developed a model of the learning cycle which focuses on cognitive
dimensions that takes place along two dimensions based on experiential learning theory. Kolb illustrates
how “experience is translated into concepts, which, in turn, are used as guides in the choice of new
experiences”. Kolb states that the learning process (ibid) is a four-stage process which commences with a
concrete experience, which in turn form the basis for observations and reflections, and leads to the formation
of abstract concepts and generalisation, which finally guide the creation of new experiences. The primary
indication from Kolb (ibid) for learning to occur is “the individual must undergo new experiences and reflect
on these”. In the first dimension, concrete experience are placed at one end of the dimension with abstract
conceptualisation at the opposite end. In the second dimension active experimentation and reflective
observation at the opposite ends of the dimension (refer Figure ii).
Figure ii. Kolb’s learning cycle.
Other literature also suggests that learning styles can also include perceptual and affective modalities which
influence learning. French (1975a,b) proposed seven concepts that contribute to perceptual modality.

Perceptual modes identify the ways in which individuals react to external stimuli and are as follows:
1 Visual – pictures, diagrams, maps, charts
2 Print – written words
3 Aural – hearing (auditory)
4 Interactive – discussion (verbatim)
5 Haptic – touch, feel
6 Kinaesthetic – movement, learn by doing
7 Olfactory – smell, taste
The crux of learning style literature suggests that individuals are usually strong in one learning style, but will
exhibit multiple learning styles or a combination of learning styles depending on age, gender, personality,
culture and the environment (Burd & Buchanan, 2004, p. 404-412). Accordingly, strategies that are used to
adapt instructional design in an online environment to appeal to the various learner styles can use technology
for design instruction and create a variety of learning experiences for effective teaching and learning. The
self-service online learning strategy has taken into consideration learning styles in the development of
content and provides learners with the opportunity to self-select the delivery channel which best meets the
individual’s learning style.
Learning assessment strategy
Assessment of learning should be both formative and summative. Formative assessment occurs during the
learning experience and includes feedback to both instructor and student. Summative assessment happens at
the end of the course to ascertain the achievement of the learning objectives (Burd & Buchanan, 2004,
p.408).
Technology enables assessment design to deliver a variety of learning experiences for effective teaching. For
example, project-based learning activities appeal to learners whose preference is to "learn by doing." To
design a project-based learning assessment, learners are presented with a problem and develop their response
through the use of discussion boards, research, analysis, and reflection. Project-based activities interest
many types of learners, as they accommodate active learning with reflective observation resulting in the
development of critical thinking as learners reflect on their own situations and/or problems.
The self-service learning approach provides immersive online experiences that meet learner expectations,
particularly in the way in which new technologies are used to communicate, engage and learn. Web 2.0 tools
and applications (apps) help engage learners, meet different learning styles and connect learner-to-learners
regardless of geographical locations. While tools and apps are a vehicle for learning, when deployed
effectively, they assist learners in sorting information and communicating with others. The self-service
online learning content development is designed in line with Biggs and Tang (2011) expectancy theory.
Expectancy theory advocates that learning must have value to the learner and that the learner must expect to
succeed. As outlined in Table i, the first two assessments will be designed as a computer based assessment
which are auto-marked enabling instantaneous feedback via the learning management system. Assessment
types 3 and 4 are a templated approach which are relatively quick to assess and do not require high level
skilled assessors to provide feedback. Assessment type 5 is interpretive and requires a subject matter expert
to interpret and assess in line with the Australian Qualifications Framework Level 5 learning outcomes.
The self-service online learning assessment strategy does not advocate assessment for assessment sake. Each
assessment task is designed as a knowledge check to provide learners with an effective scaffold from which
to develop confidence, and to support the learner in achieving the learning outcomes. The implementation of
such practice increases learner engagement by making online learning fun and confidence building whilst
maintaining motivation levels. It is a learning design fault to assume that learners want to dedicate hours and
hours to online learning without any good reason and adopt a “one size fits all assessment strategy”.
More important than providing learners with feedback is having the learner apply the feedback in their next
assessment task. Feedback is most effective when it is received in a timely manner and it leans forward and
maintains a continual improvement paradigm. When learners receive feedback that provides clear
constructive advice and causes them to think, they will be more likely to incorporate that feedback into their
next assessment task. The more frequently constructive feedback is provided, higher levels of growth
mindset, improvement, continual learning, and confidence will be evidenced. The development of self-
service online learning content inspires learners to own their learning which in turn leads to increased

confidence, levels of motivation, (Schimmer, 2013) which will lead to increasing retention and ultimately
deliver higher completion rates in an online learning environment.
Table 1.
Assessment strategy mapping to an Australian Quality Standard Level 5 (Diploma).
Conclusion
Online learning must be built upon the foundation of sound pedagogical practices with a diligent approach
ensuring the design and development of online educational offerings are integrated into a virtual learning
environment catering to all learning styles. The theory is to take advantage of new technologies to extend,
not replace, the approach to online education; supporting online learning that provides learners with the
opportunity to be upskilled through meaningful participation. Enhancing both teaching and learning occurs
when teachers understand learning styles and the learner understands their preferred learning style. Raising
awareness of learning styles enables the instructional designer to develop online programs which incorporate
various formats and methods that cater to a number of learning styles. The learner then is provided with the
opportunity to select from a self-service delivery mechanism and learn in a manner which aligns with their
preferred learning style.
The role of the teacher and the learner is then revolutionised in an online learning environment. The teacher
moves from an authoritative role to a facilitation / moderation role, and the learner moves to a self-directed
role where they are responsible for their own learning. The challenge for online learning designers is to
provide multiple channels catering to various learning styles to enable learners to have the opportunity to
maximise knowledge acquisition. Applying these principles to a self-service online learning design delivers
online education which plays a vital role in the development of human capital. The development of human
capital adopting the self-service online learning strategy outlined by Jenson and Cavicchia (2015) is derived
from the research conducted by Knowles (1973), James and Gardner (1975), Moore (1989),Chickering and
Ehrmann (1996), Kolb (1981) and Hillman, Willis and Gunawardena (1994). The self-service online
learning model acknowledges these educational researchers as providing the ingredients which have
informed the development of a self-service online education strategy.
Offering a self-service online learning environment provides an engagement opportunity transgressing across
learning styles. Particularly for the next generation of learners who are early adopters of technology (and
whose expectations of learning in a virtual environment are very different to previous generations of adult
learners), it is anticipated the self-service online learning model provides essential ingredients of a product
that can be franchised at global levels assisting in circumventing online learning attrition rates.

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