Reflections on Distance Education

Reflections on the Future of Distance Learning

Distance Learning is gaining wide acceptance across the globe to learners and employers alike. Siemens (n.d.) avers that online education is gaining acceptance due to increased online communication and growing comfort with web 2.0 technology tools. Gambescia and Paolucci (2009) alleged that the number of online courses students enrolled today has out-distanced all other forms of distance learning in a remarkably short amount of time. A google search for online classes generated about 4.5 million results in 0.19 seconds.

Future Perceptions of Distance Learning (5–10 Years; 10–20 Years)

The future of Distance Education is really quite promising. Prensky as far back as 2001 observed that students in the 21st century were no longer the people that existing educational system was designed to teach. He described the students as “native speakers” of the digital language of computers, video games and the Internet (Prensky, 2001). He observed that these students would continue to revolutionize the education systems by adopting and demanding new technologies and new approaches to learning.

Ira Socol in his blog argued that the world of education presently includes Mobile phones, computers, hypertext, social networking, collaborative cognition (from Wikipedia on up), Google, text-messaging, Twitter, audiobooks, digital texts, text-to-speech, speech recognition, flexible formatting and a myriad of other technology tools afforded by the web2.0 technologies. He concluded that these technologies would create a flexibility and set of choices unprecedented in human communication by enabling the vast part of the population that earlier media forms disabled (Socol, 2009). These learners will therefore embrace distance-learning technologies due to their comfort with the technology and the increased use of communication tools.

Improving Societal Perceptions of Distance Learning

The key concerns identified that have continued to hold back people from readily accepting Distance Education is the thinking that distance learning cannot be similar or equal to the traditional face to face class. The “equivalency theory,” discussed by Simonson (n.d) promotes equivalent learning outcomes for students in face-to-face and online experiences although different approaches to learning are used. As an instructional designer, I will need to ensure that the course goals and objectives align with the desired course outcomes.

As an Instructional Designer, it will be my primary responsibility to impress upon SME’s on the importance and the critical nature of planning for online courses. I will also advise the instructors to ensure that they do not convert the tradition class by simply posting the materials and resources to an online server. They will need to redesign the course for the distant learner. The use of PowerPoint presentation and handouts will need to examine from the lense of the distant learner. As Siemens suggests, online learner may not have the patience to flip through150 slides as is possible in a traditional classes.

Final Thoughts

I will continue to be a key advocate for Distance Learning. As is already obvious, my decision to take this class (which is purely online) is a testament to this conviction. Henceforward, I will encourage more learners and instructors to migrate part of instruction and learning to the online format. Hybrid course seems to be progressively becoming the baby steps as learners embrace pure distance programs. This class has helped me achieve reasonable comfort in using Course Management System when designing distance program.

References;

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Prensky, M. (2001, October). Digital Natives, Digital Immigrants. On the Horizon, Vol. 9(5).

Siemens, G. (n.d.). The Future of Distance Education [Video]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7753466&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M. (n.d.). Theory and Distance Learning.(Video) Baltimore , Maryland.retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7753466&ClientNodeID=984650&coursenav=1&bhcp=1

Socol, I. (2009 , July 14). Technology: The Wrong Questions and the Right Questions. Retrieved October 29, 2011, from Change.Org: http://news.change.org/stories/technology-the-wrong-questions-and-the-right-questions

 

Best Practise Guide when converting a Traditional class to a Hybrid class

As an instructor, you should invest significant effort in redesigning a traditional course to a successful hybrid course (Garnam & Kaleta, 2002). This is because the class seat time is reduced and a part of the learning activities are moved online. You should review the course goals and objectives and design new online learning activities to meet the set goals and objectives of the class. These activities must effectively integrate the online activities to the face-to-face meetings.  Simonson, Smaldino, Albright, and Zvacek (2009) suggest that while teaching at a distance, you require greater emphasis at the initial planning phase.

What are some of the pre-planning strategies to consider before converting a traditional program?

Simonson, Smaldino, Albright, and Zvacek (2009) suggest that  you should eliminate trial and error by;

·         Retooling the the courses by shifting the focus to visual presentations, engaged learners and careful timing or presentation of information.

·         Considering ways for illustrating key concepts.

·         Plan for interactive activities and group work.

·         Be prepared for technical problems that may occur.

·         Examine issues related to the separation of the instructor from the learners.

What aspects of the training program could be enhanced in the distance learning format?

This check sheet will identify whether you have made necessary adjust when converting to Distance Learning format.

Training Aspect		Yes	No
Course materials	Have you used figures, tables and other visual presentations (Simonson et al, 2009)
Course objectives	Have you redesigned the course to ensure focus is on pedagogy and not technology (Garnam & Kaleta, 2002).
Focus	Is the course should be learner centered
Group work and participation	Have you Constructed a supportive social environment through use of discussion boards or group wikis and make participation mandatory and part of the final grading
Assignments	Are the assignments clearly scheduled with specific due dates.
Grading	Have you provided grading rubric

How your role as trainer will change in the distance learning environment

Distance learning instructor role can appear contradictory and sometimes shifting in focus. During the design phase, the instructor can be both the instructional designer and the subject matter expert. Once the class is underway, the instructor role changes to that of an interactive facilitator.

You role as a distance learning instructor will require you to;

·         Take a back seat and guide the students by monitoring the discussion posts and regularly prodding participants to look at the material another way or to refocus the conversation back on course.

·         Have better presentation skills, some technical competencies, virtual management techniques, and the ability to engage students through virtual communication (Berge & Collins, 1995).

·         Understand the technical component of the software and hardware interfaces, systems access, passwords, and the like (Berge & Collins, 1995)

·         Play a social role with responsibilities such as building a learning community, helping students work in groups, and establishing a culture for productive interaction.

·         Keep online discussions on track, weave discussion threads, and maintains group harmony (Rohfeld & Heimstra, 1995).

·         Perform managerial responsibilities, from maintaining students’ records to facilitating self-directed learning. In a virtual environment, monitoring student progress can be even more difficult than in the classroom.

What steps will you take to encourage the trainees to communicate online?

Simonson et al., (2009) gives various recommendations to encourage communication among learners. They suggest that you must clarify the minimal acceptable standards for in-class communication and discussion. You should develop a detailed syllabus with clear instructions, deadlines, and guidelines to help students manage their responsibilities and time (Durrington, Berryhill & Swafford, 2006). Grading rubrics are the best method to share these expectations. You must reward students through grade points for contribution to the learning community. To assure that the learners understand the material correctly, you should also offer constant and timely feedback. You must remind the Learners to be sensitive to people of different cultures and orientations. They should also be respectful to everyone. The Learning and course management system should also support the learners, and provide an open forum for discussion.

References

Berge, Z. L. & Collins, M. P. (Eds.). (1995). Computer mediated communication and the online classroom. Volume II: Higher education. Cresskill, NJ: Hampton Press.

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190-193. Retrieved  on October 20, 2011 from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/.

Garnam, C., & Kaleta, R. (2002, March). Introduction to Hybrid Course. Retrieved October 20, 2011, from Teaching with Technology today: http://www.wisconsin.edu/ttt/articles/garnham.htm   

Rohfeld, R W., & Hiemstra, R. (1995). Moderating discussions in the electronic classroom. In Computer-mediated communication and the on-line classroom. 3. eds. Berge, Z.L. & Collins, M.P. Hampton Press: New Jersey.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and Learning at a Distance: Foundations of Distance Education. 4th Ed. Boston: Pearson.

The Impact of Open source

Listening to music - (http://oyc.yale.edu/music/listening-to-music/)

About the Course

This course is expected to foster the development of aural skills that would lead to an understanding of Western music. The learner is introduced to ways how music is composed and is further taught how to listen to a wide variety of musical styles, from Bach and Mozart, to Gregorian chant, to the blues.

Analysis

This open course offered by Professor Wright is adopted from his traditional class format and posted on the college website as a free open class. The course has several advantages. It is readily available to anyone who has access to the internet and has a working computer. The course is available 24/7 and anyone interested in the course can participate at anyplace, anytime. The learners can take the course at their own pace as they complete the different chapters. The technology required for the course is easy to use and one does not require any advance technical knowhow.

Does the course appear to be carefully pre-planned and designed for a distance-learning environment?

This course appears to have been initially designed and planned to run as a traditional class with an active audience and an instructor delivering a lecture. Simonson, Smaldino, Albright, and Zvacek (2009) suggest that it is important to retool traditional face-to-face class if you are to offer it as a distance program. This course is a basic video recording of the instructor as he provides lectures to his class. The materials have been thereafter been posted online without any consideration how the distant learner will use it. This course would probably work well as a distributed learning where learners who may need to review what they learned in class can do reruns of what was lectured in class.

Recommendation for online instruction;

This course needed to be retooled from an F2F course to a distance learning class. The approach must shift from teacher centered to learner centered. Learner centered approach discourages students from sitting back and being passive learners. The course would have identified tools and strategies to create interaction among students and between students and the instructor. There needed to be an active communication within the instructional setting. On of this strategy would have been the use of threaded discussion that enhances communication with other learners and the instructor.

Facilitating Active learning

Simonson et al (2009) states that lack of active participation for learners is distance learning ‘kiss of death’. To encourage student’s participation and active learning, the instructor and designer would need to provide students with opportunities to think about a topic, create group discussions and implement activities that would include hands on experience with materials. Some other approaches would include analysis of case studies, structured discussions or virtue field trips. The goal would be to keep learners involved in own learning.

I found no discernible effort to encourage interactivity necessary for distance learners in the analyzed course. What I found was what Schlosser and Anderson as cited in Simonson et al (2009) referred to as ‘talking heads’ . “Talking heads” are the least successful strategy to use in distance learning. In this course, the instructor is the center of instruction and the students plays a relatively passive role

In conclusion, I would aver that the open course above does not appear to be carefully pre-planned and designed for a distance-learning environment. It also does not follow the recommendations for online instruction as listed in by Simonson et al (2009). Neither does the instructional designer implement course activities that maximize active learning for the students.

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching And Learning at a Distance: Foundations of Distance education (Fourth ed.). New York: Pearson Inc.