Reflection on Distance Learning

There still may be some misconceptions about the value, validity and quality of distance learning and online degree programs. However, I believe we are on the road to changing those perceptions. As a student of an online graduate program, the reservations and concerns that I originally had – and that are shared by many individuals who have no firsthand experience with distant education – have largely been put to rest. When considering an online degree program, my biggest concern was what I thought would be lost by not being in a face-to-face setting. That is the perceived lack of discussion, human interaction and connection in an online environment. What I have found is that interactions and discussions are much more relevant, thoughtful, and scholarly than in a spontaneous face-to-face discussion.

The emergence and application of Web 2.0 technologies has produced an equivalent learning environment, through the use of asynchronous discussion threads. (Beldarrain, 2006; Hill & Raven, 2000; Simonson, et. al., 2009; Tam, 2000). It is through these collaborative interactions that thoughtful, provocative dialog and exchange of ideas takes place. In some respects it is preferable to the face-to-face environment because it allows the learner the time to be thoughtful and complete scholarly research before responding. This raises the level of quality due to the opportunity for thoughtful and relevant response. It also acts as a social equalizer because it provides more introverted or socially nervous students to participate as actively and thoroughly as those who might be more vocal or over bearing in a face-to-face setting.

As our technologies continue to evolve and our society continues to embrace and apply them, the more society will trust and become comfortable with virtual life and online exchanges. (Siemens, 2010). The technological inclination of digital natives and younger learners/employees will continue to drive the movement towards technology-oriented learning. (Prensky, 2005). I anticipate that this will include increased use of multimedia and immersive, virtual learning environments and methods of communication. “Our young people generally have a much better idea of what the future is bringing than we do. They’re busy adopting new systems for communicating (instant messaging), sharing (blogs), buying and selling (eBay), exchanging (peer-to-peer technology), creating (Flash), meeting (3D worlds), collecting (downloads), coordinating (wikis), evaluating (reputation systems), searching (Google), analyzing (SETI), reporting (camera phones), programming (“modding”/modifying), socializing (chat rooms), and even learning (Web surfing).” (Prensky, 2005). The youth – these technology driven members of society – are our future.

I believe technology will drive transformative changes in the realm of education. Not only in our teaching tools and delivery methods, but in how we define learning and the theory and methodology of our approach. As instructional designers, we have a significant responsibility in that transformation. As professionals, we must continue to evolve and become proficient in the current and emerging technologies. In addition, we must continually look for ways to enhance our online learning events and keep them relevant while utilizing contemporary tools in our instructional design.

Through this commitment to quality instructional design and by keeping learning events challenging, relevant and meaningful, we will continue to elevate the perceptions of distant education. By emulating the highest level of ISD professionalism and socializing our alumni status of an online graduate degree program we can also elevate the perceptions of online degree programs. The truth is we get out of life what we put into it. Education is no different! Whether you are an online learner or a student sitting in a classroom, your drive will determine how deep and how wide your learning goes. (Gambescia & Paolucci, 2009; Hill & Raven, 2000). Distant education provides incredible opportunities for expanded, deep learning through the technologies, tools and powerful interactions that are inherent in the online environment.

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

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

Hill, J.R. & Raven, A. (2000). Online learning communities: If you build them, will they stay? Retrieved on 12/15/2010 from http://it.coe.uga.edu/itforum/paper46/paper46.htm  

Piskurich, G., & Chauser, J. (2010). Facilitating Online Learning. Video. Retrieved on 12/24/2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6262944&ClientNodeID=984650&coursenav=1&bhcp=1

Prensky, M. (2001). Digital natives, digital immigrants – Part I. Retrieved on 12/24/2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf  

Prensky, M. (2001). Digital natives, digital immigrants – Part II: Do they really think differently? Retrieved on 12/24/2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part2.pdf  

Prensky, M. (2005). Listen to the natives. Retrieved on 12/26/2010 from http://www.siprep.org/prodev/documents/Prensky.pdf

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Siemens , G. (2010). The future of distance education. Laureate Education, Inc. Baltimore, MD.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Tam, M. (2000) Constructivism, instructional design and technology: implications for transforming distance learning. Educational Technology & Society 3(2), 50-60. Retrieved on 12/24/2010 from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.36.623&rep=rep1&type=pdf

Transitioning to Facilitating Distance Learning Events

There are wonderful advantages, for both instructor and student, to the distance learning environment. As an instructor, you will not have to travel or contend with the physical and logistical challenges of teaching in a “brick and mortar” setting. Additionally, both instructor and student benefit from a focused, methodical approach to distant education. This includes the flexibility and convenience of Web 2.0 technologies that can be typically be accessed 24/7. (Simonson, et. al., 2009).

New responsibilities, and significant changes in teaching approach, are required when facilitating an online distance learning event. As an instructor, one must move from an Instructor-Centered Model to a Learner-Centered Model in which learning environments are cooperative, individualistic, collaborative and supportive. (Simonson, et. al., 2009).  This means shifting from delivery of a lecture oriented course, in which you cover specific materials, to being a coach that guides the learner through the process of self-directed exploration of learning environments.  The students play an active role in their learning and a big part of that is sharing thoughts and ideas through collaborative discussion boards.

Web 2.0 technologies – for example, wikis/discussion boards and blogs – play a critical role in the distance learning (DL) environment. While we cannot duplicate the desired elements of face-to-face (F2F) learning, through well designed DL courses and utilizing Web 2.0 tools we can create equivalent learning outcomes. (Simonson, unk).  We must create an interactive forum to facilitate social learning for our online learners. (Berg, Z. & Collins, M., 1996). One of the most powerful tools used to create collaborative, shared learning communities is the discussion board or discussion thread. (Lambert, et. al., 2009).

As an instructor of distant education programs, you must become proficient in the tools used in your program. Managing these tools should be seamless, elegant and you must be able to easily support your students. The technology and tools must not be a distraction nor a hindrance to your students learning experience. Take the time (or the classes) necessary to become skillful in navigating and managing the tools of your course!

In addition to learning the technologies and tools you will use to manage the class, you must also shift your teaching approach.  The distance learning environment requires equal responsibility – from instructor and student – in achieving learning outcomes.  How do you, as the instructor, support behaviors that will ensure your students success? How will you motivate, guide, and encourage your online students?

As an instructor, shifting from face-to-face synchronous training to facilitating an asynchronous distance learning event requires significant shifts in perspective. You must change the way you teach and you must change your expectations of your students! According to Oblinger (1999), some of the more significant shifts for you and your students include changing from:

• Lecturing to coaching
• Taking attendance to logging on
• Distribution requirements to connected learning
• Credit hours to performance standards
• Competing to collaborating
• Library collections to network connections
• Passive learning to active learning
• Textbooks to customized materials

It is critical that you define and communicate clear expectations to your online students. This should include:

• Engagement guidelines and “Netiquette”
• Course syllabus
• Rubric(s) for grading
• Clear communication of expectations for:
              • Behaviors
              • Participation
              • Assignments
              • Discussions

As an instructor in a distant learning environment, there are several ways that you can engage students and create connection to enhance their learning experience.

• Discussion Boards
• Blogs
• Instant Messaging/Online Chat
• Traditional tools such as email, phone calls, and conference calls.

Creating a learning community - in which deep, meaningful learning takes place - is the responsibility of both teacher and student. As an instructor it is your role to continue to find ways to engage and challenge your students, expanding their self-directed learning and lifting them to higher heights.

References


Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153.

Berg, Z., and Collins, M. (2006). Facilitating Interaction in Computer Mediated Online Courses. Retrieved from http://www.emoderators.com/moderators/flcc.html

Hill, J.R. & Raven, A. (2000). Online learning communities: If you build them, will they stay? Retrieved on 12/15/2010 from http://it.coe.uga.edu/itforum/paper46/paper46.htm

Lambert, J., Kalyuga, S., & Capan, L. (2009). Student perceptions and cognitive load: What can they tell us about e-learning Web 2.0 course design?. E-Learning Vol. 6 (2). Retrieved 12/14/2010 from www.wwwords.co.uk/ELEA

Ng, K. (2010). Availability of technology does not ensure accessibility. Retrieved on 11/06/2010 from http://www.digitalopportunity.org/comments/availability-of-technology-does-not-ensure-accessibility 

Oblinger, D.G. (1999). Hype, hyperarchy, and higher education. Business Officer, 33(4), 22-24, 27-31.

Piskurich, G., & Chauser, J. Facilitating Online Learning. Video. Retrieved 12/14/2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6262944&ClientNodeID=984650&coursenav=1&bhcp=1

Simonson, M. (unknown). Equivalency theory and distance education. Tech trends, Vol. 43, Issue 5. Retrieved on 12/18/2010 from http://www.springerlink.com/content/q39k5017415q8621/fulltext.pdf


Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson Education, Inc.


Wikipedia: Communities of practice. (2010). Retrieved from 12/15/2010 http://en.wikipedia.org/wiki/Communities_of_practice

Wikipedia: Online learning community. (2010). Retrieved on 12/15/2010 from http://en.wikipedia.org/wiki/Online_learning_community

Multimedia Program: Week 1 "Distance Learning Timeline Continuum" (2010). Retrieved on 12/19/2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4603379&Survey=1&47=6390536&ClientNodeID=984650&coursenav=1&bhcp=1

The Impact of Open Source: Open Courses, Opening Doors!

       In exploring the world of open source courseware this week, I was excited by the prospect that I could actually be a student of ivy league professors and enter the classrooms of Yale and Stanford Universities!  This is, in my opinion, an incredible opportunity!  So I sought out the list of available open source courses from Stanford University on iTunes and Open Yale Courses.  I chose an Open Yale course named “Death” (Philosophy 178).  I was quite excited to enter into this icon of academia, Yale University.  So I must begin by acknowledging that open source courses bring the best and the brightest, the most exclusive and expensive, and the most brilliant minds of our times to the living room, office or classroom of anyone with internet access… 24/7 and free of charge! What a gift to those of us who cannot afford or perhaps are too academically average to ever hope to be educated by such legendary institutions.

     The course I chose was a Yale College course, taught on campus twice per week for 50 minutes, and was recorded for Open Yale Courses in Spring 2007. It was originally delivered synchronously in a face-to-face, classroom setting with a lecture style presentation. I found it profoundly interesting… perhaps because of the offbeat topic or the quirky nature of Dr. Shelly Kagan, the professor.

     The course included a syllabus which explained very simple expectations and requirements. They included the requirement of attending all sessions and participating in all discussion sections. Expectations were stated: “poor attendance or non-participation will lower one's grade”. Beyond that, three short papers would be due. Each would be 5 pages, double-spaced. There was no final exam or assessment. The filmed lecture/course did not have all of the components that I would design for in a distance learning environment. For example, there was no way for an online, asynchronous student to participate in discussions or be a part of a learning community. (Simonson, et. al., 2009; Beldarrain, 2006). That would have enhanced the experience greatly. However, that said, I am simply grateful that these kinds of courses are available to all!

     Another wonderful site for open courseware is Open Culture which acts as a clearinghouse, of sorts, for many of the free courses available from Stanford, Yale, MIT and other resources. I found a powerful video there, “Hans Rosling's 200 Countries, 200 Years, 4 Minutes - The Joy of Stats”. I mention this video because it is an exceptional demonstration of how a very complex topic, referencing over 100,000 statistics, can be presented in an engaging and entertaining way. This video is worth watching for two reasons: 1. It is fascinating to see how our global health and economic development has evolved over the last 200 years. 2. The way in which the content is presented. It is a compelling 4 minutes and I think all instructional designers could benefit from watching it.

     The beauty in all of this is the realization that education is available to all. We may be limited by accessibility, bandwidth, hardware, software and other challenges… but if you can get to it, it’s there. (Ng, 2010).

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139–153.

Ng, K. (2010). Availability of technology does not ensure accessibility. Retrieved on 11/06/2010 from http://www.digitalopportunity.org/comments/availability-of-technology-does-not-ensure-accessibility

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Open Course Resources

Massachusetts Institute of Technology (MIT) Open Courses. http://ocw.mit.edu/index.html

Open Courseware. http://www.openeducation.net/category/opencourseware/

Open Culture. www.openculture.com/

Open Yale Courses. http://oyc.yale.edu/

Stanford on iTunes U. http://itunes.stanford.edu/

YouTube. www.youtube.com/