Reflections: Distance Learning

Defining distance education is a key factor to overcoming past misconceptions and ensuring future acceptance. The misconceptions of distance learning include increasing facilitator’s preparation time and technological skills, development and incorporation of appropriate technology, and learner’s attributes and learning styles. These misconceptions also extend to issues relating to orientation, training and support, and finances (Hillstock, 2005) for the learner and anyone involved in the creation and development of any online course, lesson or program. Clarifying, defining, and demonstrating best practices for successful distance learning will contribute to online learning sustainability.

Future Perceptions of Distance Learning

Well-defined and developed programs that produce effective and productive learners will increase and expedite the acceptance of distance learning in the future. A generation of learners that are accustom to technology and its infusion into every aspect of their lives as already been realized. The Triple Helix model of education defines the relationship between universities, governments, and businesses forming a strand of interaction to provide and equip students for online learning (Laureate, 2010). Five to ten years from now positive and informed perceptions of distance learning will increase if these connections are successfully developed and implemented. Many Ivy League institutions only offer extension or open courses to adult learners. Twenty years from now the Millennials will hold positions as facilitators and educators and will integrate what they have grown up with into the learning processes they develop. Their experiences with blended learning and technologies will help form new learning theories and practices (Dziuban, Moskal, and Hartman, 2005).

Improving Societal Perceptions of Distance Learning

As an instruction designer, I can become an ambassador for distance learning to help improve society’s perception of the discipline by broadcasting and implementing its best practices. As I have conducted research and completed assignments for this course, I have encountered many misconceptions of distance learning. Once I correct individuals and provide evidence of its validity and growing acceptance they immediately express their intentions to perform further research. Awareness and familiarity are two elements I will use to overcome any misconceptions. One of the candidates I interviewed last week spoke of being afraid and uncomfortable with the idea of participating in an online learning environment. Dr. Siemens (Laureate, 2010) discussed the need to make distance learners comfortable. Making institutions or businesses comfortable will also improve perceptions. Finally respectfully challenging archaic beliefs of educators’ that consistently hold on to the previous ways of educating students in any environment (Burge, 2007).

Continuing the Field of Distance Learning

Beyond challenging outdated views of educational practices, I will also work to inform a new generation of educators and learners to the nuances of merging education, learners, and technology. I have been teaching continuing education courses for many years. However, my expertise was in the Information Technology and Graphic fields and not education. I wanted to receive a degree in the field of education to enhance my abilities as an educator and facilitator. The marriage of these three disciplines amongst others is important to continuing the field of Distance Learning. Teaching in a community college gives you a better opportunity to implement new theories, practices, and programs and follow up on their success or failure because we work directly with individuals and businesses. Over the years, I have discovered learners are more productive in informal learning environments when technology is involved. Providing a comfortable online learning environment is one of the main challenges I will address as I progress as an instructional designer.  As I move forward, I will create a systematic format that incorporates the principles of instructional, graphic, and educational design to ensure the quality and professionalism of my work.

Opponents of distance learning raise legitimate issues. These issues include marginalizing teachers, cost concerns, additional constraints on learners, dropout rates, the isolation of learners, and creating appropriate assessments for students and educators (Hellman, 2003). Developed and undeveloped countries face these issues. However, globalization has opened doors of opportunity for everyone from the most power countries to small third world countries. Learners and educators around the world are already demanding inclusion distance learning processes will provide solutions to communicate and integrate ideas and technologies to meet these demands.

References

Burge, E. (Ed.). (2007). Critical minds for a change. In Crafting the future: Flexible higher education. Open University Press/McGraw Hill Education.

Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher Education, Blended Learning And The Generations: Knowledge Is Power-No More.
Retrieved from http://www.sc.edu/cte/dziuban/doc/blendedlearning.pdfhttp://www.sc.edu/cte/dziuban/doc/blendedlearning.pdf

Hellman, J. (2003). The Riddle of Distance Education: Promise, Problems and Applications for Development.
Retrieved from http://www.unrisd.org/80256B3C005BCCF9/%28httpPublications%29/9A52AEC7B807ED63C1256D560033B404?OpenDocument

Hillstock, L. G. (2005). A Few Common Misconceptions about Distance Learning. Association of Small Computer Users In Education (ASCUE).
Retrieved from http://www.eric.ed.gov/PDFS/ED490152.pdf

Laureate Education, Inc. [Producer]. (2010). The Future of Distance Education. [Video].
Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290464&Survey=1&47=3899999&ClientNodeID=984650&coursenav=1&bhcp=1

Converting To a Distance Learning Format

Best Practices Guide

Facilitate Communication and Learning
Completing a syllabus first is one of the most important documents the trainer should prepare while beginning the process of conversion (Simonson, Smaldino, Albright, and Zvacek (2012).  To facilitate learning the trainer needs to incorporate various methods of participation into the structure of the course.  In a blended learning environment, that utilizes online technologies and applications’ defining the role of distance learners is vital. Any orientation (or initial communication) should deliberately include the definition of “distance learning” and all it entails.

Pre-Planning Strategies
A successful conversion will depend heavily on the course analysis phase. The trainer can employ the ADDIE model (Learning Theories, 2008) to ensure and compare any content transferred to the blended learning course (to assist the elimination process). The Analysis phase provides a road map to compare learning styles (traditional and distance), learning problems, goals and objectives, the audience needs, and knowledge (existing).

Enhance Original Program Aspects
Incorporating technologies within a blending environment increases student participation expectations, and learning capabilities. If the courses are, well design they can increase student learning and retention and provide a consistent format for learning. Digital materials engage learners, influencing the amount of time they spend on task (positively), and help to promote their success (Amaral and Shank, 2012).

Distance Learning Role Changes
The trainer’s role will convert to one of facilitator, researcher, and director. They are now responsible for managing the project and ensuring each phase is carried out correctly and efficiently. As facilitator, the trainer will need to examine which learning theories and methods will not only suit the learners but there professional learning teaching styles as well.

To access the complete guide, view the slide show below
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References

Amaral, K. & Shank, J. (2010). Enhancing Student Learning and Retention with Blended Learning Class Guides. EDUCAUSE Quarterly.33.

Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/EnhancingStudentLearningandRet/219137

Learning Theories Knowledgebase (2012, February). ADDIE Model at Learning-Theories.com.

Retrieved February 19th, 2012 from http://www.learning-theories.com/addie-model.html 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson

Analysis: Free Open Course Websites

Massachusetts Institute of Technology
http://ocw.mit.edu/index.htm
Course URL: http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-837-computer-graphics-fall-2003/index.htm

Open Courses: What Are They?
Distance learners have many technologies available to them; one current trend is the use of Open Course websites. Learners do not receive college credits, but have access to an assortment of subjects and learning experiences at no cost. The Massachusetts Institute of Technology offers free lectures, exams, and videos with no registration or financial requirements. If key elements are present, in the initial planning process the courses are valuable resources for distance learners. They include analyzing the needs of the learner, essential content, teaching strategies, and an effective online learning environment (Simonson, Smaldino, Albright, & Zvacek, 2012).

Distance Learning Course Design
These four factors form the basic structure for a distance-learning environment. The MIT OpenCourseWare (OCW) (2012) website planned for these issues by providing links to guided tours for getting started, FAQs, technical assistance, and other avenues to contact the institution to give and receive feedback. In traditional learning environments educators, have the time and resources upfront to analyze the learner’s needs. Open courses do not have the opportunity to analyze current users. However, posting courses from previously taught programs vetted for learners in separate disciplines provide the distance learner with an equivalent level of instruction, “MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content” (MIT, 2012).

Since, comprehensive learner characteristics cannot be addressed directly visual aids and tools provide assistance for understanding orienting and instructional context (Simonson et al., 2012).
The website provides a curriculum guide that describes how it addresses essential course content and sequence of information.

This guide will help you understand how MIT sequences its courses within each discipline and what courses MIT requires for a complete program of study. MIT OpenCourseWare provides this guide for informational purposes only. You cannot receive a degree, a certificate, or any kind of credit for your study of courses on OCW. (MIT, 2012)

This information provides the distance learner insight regarding the institution’s goals, objectives and teaching strategies. The website also provides audio, video, and translated courses factors needed to address diverse characteristics of distance learners (for overview, tech support etc).

Recommendations for Online Instruction

• Course Analysis: Computer Graphics (taught in: Fall 2003)
• Instructors: Prof. Frédo Durand and Prof. Barbara Cutler MIT Course Number: 6.837 Level: Undergraduate / Graduate
• Course URL: http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-837-computer-graphics-fall-2003/index.htm

Analysis based on the “Best Practices for Distance Education: Designing the “perfect” Online Course (Simonson et al, 2012, p.191). The course follows the recommendations for online instruction in the following manner:

Structure

• The recommended time of 120 instructor and student hours do not apply - open courses do not provide instructor time and all courses are self-paced
• Lectures: 2 sessions / week, 1.5 hours / session
• Lessons include more than 4 modules (3 to 5 recommended) each module has more than 5 topics and each topic has at least 1 learning outcome and multiple learning experiences are included

Contents

• Provides syllabus and instructor guidance
• Provides an email link for questions on specific pages
• Provides a course calendar
• This course does not provide videos but offers PDFs and web page files that supply additional information and examples for distance learners
• Does recommend a textbook for course and provides the necessary the information to acquire book
• Provides Content guidelines
• Does not provide any animations, discussions, or chats
• No direct interactivity

Artifacts of Learning

• Course offers opportunities for assessment - provides exams with solutions
• Assignments have no solutions
• Open courses do not normally provide graded assignments as recommended but the course does offer 2 quizzes
• Does provide opportunities for problem/scenario/situation/ solution through various assignments
• Does not provide an opportunity to create a research related material

Unit contents

• Provides introductions to units
• Readings – provides links to newsletters and other related literature

Implementation of Course Activities
The course designer implemented course activities that maximized active learning for students on some levels by providing ample practice materials through exams and assignments. However, More video and audio interactivity keeps distance learners engaged and motivated. Only providing PDFs and web page files makes the course appear stagnant.

Because of the nature of distance learning and the separation of the instructor from the students, it is essential that the instructor begin to think visually. Too often, instructors do not place enough emphasis on designing and using quality visual materials. (Simonson et al, 2012, p.159).

The content and structure of the MIT OpenCourseWare (OCW) (2012) website overall covers the key elements needed to maximize the distance learners experience. It includes considerations for the learner’s needs, essential content, visuals, and other technology resources. Although some courses do not have a high level of interactivity, the educational quality is efficient.

References

Durand, F. & Cutler. B. (2003). 6.837 Computer Graphics, Fall 2003. Massachusetts Institute of Technology: MIT OpenCourseWare. License: Creative Commons BY-NC-SA. Retrieved on 03 Feb, 2012 from http://ocw.mit.edu/courses/electrical-engineering-and-computer-science/6-837-computer-graphics-fall-2003/index.htm

MIT OpenCourseWare (OCW) (2012). Retrieved from http://ocw.mit.edu/index.htm

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Distance Learning Technologies

Proposed Challenge: Interactive Tours
A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a "tour" of the museums and be able to interact with the museum curators, as well as see the artwork on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?

Proposed Solution: Interactive Tours
The first distance learning technology I would recommend is Prezi a cloud-based presentation software that combines the functionality of slides with the convenience of a whiteboard. The tool allows the user to present electronic communications online or offline provides a collaborative meeting forum, allows users to import media, and include interactive storyboards. Prezi provides a collaborative environment for its user and many colleges and universities post their work for public review, “Prezi, which has since found favor in both K–12 and higher education, is used in various departments at institutions such as Stanford University, Drexel University, and Arizona State University” (Schiller, 2011, p.34).

The application offers a community hub for educators titled “PreziU” that allows educators to post and review articles detailing their results, use, and feedback (http://edu.prezi.com/articles). Prezi offers clearly written and presented tutorials to assist the user in creating effective presentations or resources, “When the professor who is designing online instruction selects the correct media, it maximizes efficiency and makes available more resources for other learning experiences”, (Simonson, Smaldino, Albright, and Zvacek, 2012, p.116).Now that web applications are readily available, many institutions are able to offer virtual information to the public and/or educational institutions.

The Museum of Modern Art has several features educators may utilize to create interactive and presentational materials. MoMA Multimedia offers interactive links to various exhibits and learning forums (http://www.moma.org/explore/multimedia) that educators and students may explore and utilize. The forum allows user to copy embedded links in order to incorporate them into their presentations, web pages, wiki pages, etc.

Google Talk and Google Groups are two additional technology tools distance learners will find useful to collaborate, communicate, and present any required information and/or assignments. The students can utilize these tools to communicate with group members. Google Talk is a downloadable chat application that provides users the ability to chat live, participate in instant messaging, transfer files or email other members. Google group is a service provided by Google that permits users to create discussion boards and post messages and other pertinent information. Both tools maybe used to communicate outside of the virtual classroom in order to organize ideals and required assignments. The teacher in this scenario could chose to have access to either tool to monitor student’s collaborative behavior. Google applications have assisted in enhancing the learners experience in many institutions. Google Apps for Education is a web site Google publishes to provide a forum for educators and institutions to post their success stories and experiences (http://www.google.com/apps/intl/en/edu/customers.html).

After carefully weighing alternatives and reviewing vendor ratings with third-party analysts, Vanderbilt selected Google Apps Education Edition, a free version of Google Apps optimized for on-campus use. Within thirty days [sic] they were up and running an opt-in email solution for their undergraduate population, providing new email and collaboration tools that students welcomed and quickly put to use. (Google Apps, 2010)

These tools will provide the educator with a variety of options for delivery, presentation, and communication.

References

Google Apps. (2010). Google Apps: Vanderbilt Case Study. Retrieved from https://docs.google.com/viewer?a=v&pid=explorer&chrome=true&srcid=0B5AOHQcS-cAeM2Q5ZmE1ZGUtYTFkZS00OGEzLWFkZmMtOGNmMTIyNDJlODdm&hl=en_US

MoMA Multimedia. (n.d.) The Museum of Modern Art. Retrieved from  http://www.moma.org/explore/multimedia/videos/188/videos-current-exhibitions

Prezi, Inc. (2012). Retrieved from  http://edu.prezi.com/

Schiller, K. (2011). High-Tech Classrooms. Information Today, 28(8), 34-35. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3&hid=15&sid=a0b515be-836b-43a5-8650-69ab4dcad7c7%40sessionmgr14

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Defining Distance Learning

My earliest memory of what I considered “distance learning” was a conversation I had with a friend in grade school. She rushed up to me in the hall one day and said there were countries named Iran and Iraq of course I thought she was kidding (remember this was a long time before the world wide web).  Later on I remember thinking; I wonder what they do in school every day. The pastor of the church I attended was a missionary and would travel to other countries to teach, this is the first experience I had with distance education. Later on, I remember watching newscast discussing classrooms linked via television. I was an adult before I experienced distance learning on a personal level when our local community college began offering classes on television. Overtime, as I began to further my education I became aware of other elements of distance learning. However, until recently my definition still focused on the separation of teacher and student as the primary factor.

While viewing the video “Distance Education: The Next Generation”, I realized I was correct to place emphasis on the geographical location of the facilitator and the learner. However, my definition did not consider technology and methods of delivery as an important element of location. Dr. Simonson states, “Distance education can be defined as formal education in which the learning group (teacher, students, resources) are separated by geography and, sometimes by time, sometimes by intellect…” (Simonson, n.d.). 

Although, separation of participating parties is a key element the video also points out that simply making educational and/or training materials accessible to a mass audience is not enough to categorize them as distance learning. 

Hence, to revise my definition of distance learning I would include the following factors of geography to include location of educator and learner and any resources needed to analyze, develop, implement, and assess the entire process. I would include self-study at a distance as an integral part of distance learning but not a substitute for the educational process.

Location of participating parties is only one factor needed to define distance education the four components are: institutionally based, separation of teacher and student, interactive communications, and connecting learners, resources, and instructors (Simonson, et. al., 2012, pp. 33-34). Position of the facilitator and learner also involves elements of time through synchronous and asynchronous educational methods, as well as scheduling and time constraints. Previously, it was obvious the instructor possessed superior knowledge of any concepts needed to implement the course. However, this factor has been greatly influenced by technology.

The technological intellect of today’s students must now be considered because it may exceed that of their instructors:

As new advanced technologies have come to our classrooms, there is increased interest in the essential roles and qualities of teacher knowledge bases necessary for successful technology integration. However, it has been suggested that many teacher education programs have not been preparing teacher candidates adequately to integrate technology, and many teachers in schools are reluctant to use technology for teaching and learning… One of reasons for this phenomenon is that student teachers have very little knowledge about effective technology integration, even after completing courses about instructional technology (Hew & Brush, 2007; Vannatta & Beyerbach, 2000)… there is a need to understand how teacher education programs could be designed and implemented to provide pre-services teachers with a balance between pedagogical knowledge and technological knowledge. (So & Kim, 2009).

The authors of this week’s course reading, “Teaching and Learning at a Distance: Foundations of Distance Education” (pp. 34) also discuss telecommunication and its role in distance education. It includes all electronic forms of media and the importance of including older forms in certain groups and areas. All of the previous mentioned elements are needed to connect the teacher and student and all must be present in some manner to devise efficient a distance educational system. New methodologies for distance education must also include extensive training for facilitators and educators in order to stay ahead of today’s emerging technologies.  

Ensuring the educator possesses technological advances intellectually and mechanically will be a major factor for future distance educational endeavors. In the US and other countries, even the poorest students have access to superior technology even if they do not possess elevated academic rankings. These factors not only effect distance education but also the definition of a “higher education” and will continue to elevate the demands for all educational systems. I believe technology and society’s demand and interdependence of it will influence distance education greater than the other components combined. The four components previously mentioned institutionally based, separation factor, interactivity telecommunications, and methods of connection are all interdependent on current technologies to create the correlations needed between teachers, students, and resources.

References

Simonson, M. (n.d.). Distance education: The next generation. [Study video]. Retrieved
from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6290464&Survey=1&47=3899999&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

So, H.-J. & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101-116. http://www.ascilite.org.au/ajet/ajet25/so.html.
Retrieved from   http://scholar.google.com/scholar?hl=en&as_sdt=0,34&q=students+advanced+knowledge+of+technology+in+2009

Distance Education - Geographical_Transactional_Time

Welcome to deGTT!

A community forum for Distance Education teaching and learning.

What is Distance Education?

Distance Education is more than classrooms and educators communicating across technological or physical boundaries. This blog will explore its origins and today's advances.