Twigg’s Models of Online Learning
31 May, 2024
“It’s a hybrid world, you know. Students, faculty, all of us live in a face-to-face world and in an online world. That’s part of the impact of technology. So I think the notion of mixing face-to-face learning with online work makes a tremendous amount of sense. ”
In Unit Four, I read an article that gave a brief overview of Twig’s Models of Online Learning.
I had never heard of these models before, so I decided for Artifact Four I would learn more.
In the early 2000’s, when online learning was gaining traction in higher education, Carol A. Twigg classified course re-design into five categories: supplemental, replacement, emporium, fully online, and buffet. Her approach was innovative in that it emphasized redesigning entire courses as opposed to simply integrating technology into traditional teaching methods.
Her comprehensive models ensure that technology is used to fundamentally enhance the learning process and is still used today in higher education institutes.
Below are descriptions of the models taken from Twigg’s 2003 paper Improving Learning and Reducing Costs: New Models for Online Learning, as well as examples of each.
Some Examples:
Readings and Resources: Digital readings, articles, and other resources that complement the in-class lectures.
Online Tutorials and Workshops: Online tutorials, workshops, or study groups that students can attend for additional study or prepare for exams.
Some Examples:
Nursing Lab: Students use medical simulation software to practice clinical skills and patient care scenarios. Instructors provide real-time feedback and assistance.
Math Emporium: Students work in a bespoke math computer lab, using interactive software at their own pace. Instructors and assistants are available to provide on-demand support.
Some Examples:
Flipped Classroom: Students watch recorded lectures or read materials online before coming to class. In class time is used for activities like discussions, problem-solving, and scenarios.
Hybrid Courses: Part of the course is delivered online (e.g., weekly modules, online discussions, assignments) while the remaining portion is conducted in-person.
An Example:
SUNY Buffalo Intro to Psychology: Offered students a variety of learning activities (in-person lectures, online tutorials, group study sessions, and personalized study plans) and learning resources (recorded lectures, interactive simulations, discussion forums, and digital textbooks). Also offered various assessment options (traditional exams, project-based assessments, and self-assessments)
An Example:
EDUC 5105: A fully online course where students engage with multimedia content, participate in online discussions, and submit assessments online. The course is interactive, with regular feedback and support from instructor.
Reflection
What I love about these models is that they demonstrate that e-learning is not a one-size-fits all. Which model best fits can change depending on an organization’s resources, funding, student-body, and teaching/facilitating staff etc. Even within each model there are various ways to implement online learning. I found it interesting to read just how personlized and interactive online learning can be when given the right level of expertise and resources. For myself personally, I have taught/authored courses within the Supplemental, Replacement, and Fully Online models. Reading Twigg’s examples of different Universities and the different ways they implement these models has given me plenty of ideas/resources I would like to try and implement in my own practice.