REFLECTION: THE FUTURE OF DISTANCE LEARNING

Developments in technology in the past decade have had a considerable impact on the distribution of content, learning tasks, and assignments in training and distance education. Martens, Bastiaens, and Kirschner (2007) stated, “A rapid fall in prices and a huge leap in the processing capacity of PCs and the proliferation of the World Wide Web have unleashed new opportunities for useful educational applications” (p. 81). In the video presentation, “The Future of Distance Education,” Dr. Siemens indicates, “As peoples’ comfort level with computer technology increases through frequent use in common situations, peoples’ positive perceptions of media within education will increase, as well.” The shift in society demands to include, government agencies, corporations, and educational institutions, that the offering of distance learning opportunities have become not only a viable option, but have made significant strides in meeting learners needs and expectations. A key aspect to the success of any distance learning program is the offering of useful learning opportunities. Today’s learners are technology driven and want to be actively engaged in their own learning. Kaufman, Watkins, and Guerra (2001) explained, “Successful distance learning programs of the future must maintain agility” (p. 25). Entities of learning will need to be able to provide responsive and responsible learning opportunities that continue to remain convenient for the learner. In my view convenience does not necessary have to mean a compromise of the overall quality of the distance learning material or program.

Gambescia and Paolucci (2009) stated, “Periodically, scholars and practitioners interested in online learning present a vision or make a prediction about the future of online learning” (p. 5). They concluded that factors such as the role and direction of technology, administrative oversight, target student audience, and faculty training must be considered in the planning phases. It is absolutely crucial that we select and justify the ends and consequences we commit to deliver before selecting the required means of distance learning. The efforts we put into justifying distance learning outcomes can help to strengthen the overall perceptions of learners that may be on the fence about its effectiveness.

As an instructional designer we will need to take on a more prominent role of ensuring that our skills are sharpen to recognize learner’s needs along with the changes that are influencing these needs in our society. The task at hand is not only for institutions and entities with training programs to identify and scrutinize every element of how they are delivering authentic courses, but this will require the expertise of an instructional designer to become the driving force of improving the overall image of distance learning. The goal in course designing is to ensure that the highest level of quality is always present in every aspect of the course. Gambescia and Paolucci discussed the importance of academic fidelity and integrity having a bearing on the quality of the online courses to be developed. Academic fidelity and integrity should be an ongoing process if we are to see the necessary improvements in society’s perceptions of distance learning.

The most effect and positive way to bring about continuous improvement in distance education will be through the establishment of respect and holding each other responsible. Simonson, Smaldino, Albright, and Zvacek (2012) explained, “A goal of some distance education programs is to make education more student centered through the prepackaging of instructional materials that students may use when convenient” (p. 81). With the tools of technology and lessons designed deep rooted in learning theories I will look to provide learners with opportunities that they will be able to continue to transfer through knowledge, demonstrating a mastery understanding, and improving problem-solving skills. Instruction designers must work closely with instructors and subject-matter experts in designing learning experiences that help to expand learner’s ability to invoke thought-provoking and critical thinking. The responsibility will lie in instructional designer’s hands to help build a community with members who not only cares about learner’s outcome, but will work at promoting the positive aspects of learning in a distance learning environment.

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

Kaufman, R., Watkins, R., & Guerra, I. (2001). The Future of Distance Learning: Defining and Sustaining useful results. Educational Technology. Retrieved from http://www.megaplanning.com/articles/FutureofDLinEdTech.pdf

Martens, R., Bastiaens, T. & Kirschner, P. A. (2007). New learning design in distance education: The impact on student perception and motivation. Distance Education. 28(1), 81-93. Retrieved from http://5049623944730199687-a-1802744773732722657-s-sites.googlegroups.com/site/inst6105summer/Home/course-discussions/Martens_2007.pdf?attachauth=ANoY7cq1gCpFML6tz7fGoE6IhrqXQzTkiFk7V3c560i-CPEE7u31RM-jnsfDz2us7N5gfYT94X8wcdAlOb9ZibSlNA0LTItHHBebrL4GlgMUQ-GVYPLS-n9Pe2kwn7bX6Yw0wP-Bu3pzLiFiV3SEe_mldVgRwgTlhQZbhm8a700lJGoEn4KciUndEc929klNc66GNCXFUyeXai9F3rJx-_r2My7rquhUrcMvK6wLeB2jX3OiuOOOFMg%3D&attredirects=0

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

Video Program: “The Future of Distance Education”, George Siemens

Photos retrieved from www.msn.com

CONVERTING TO A DISTANCE LEARNING FORMAT

Many of today’s institutions of higher learning and businesses are seeking for more efficient ways to provide training and educational courses. Converting traditional face-to-face courses into a distance learning format will require proper planning if this transition is to be effective.

Advance communication technologies that are incorporated in a distance learning course can help to expand learning engagement activities. Simonson, Smaldino, Albright, and Zvacek (2012) explains, “A goal of some distance education programs is to make education more student centered through the prepackaging of instructional materials that students may use when convenient” (p. 81). The use of a distance learning format has many advantages from flexibility, convenience, and overall increased interactivities. A word of caution, activities that may have worked in your traditional face-to-face course must be analyzed carefully to ensure that learning outcome can be achieved in a distance learning setting. The key is finding an effective way to structure learning activities that will help facilitators to reach the necessary planned learning outcome. A chart of helpful assessment tools have been provided to demonstrate those that can be used to showcase various levels of learning (i.e. feedback, reflection, and collaboration).

I have outlined strategies that will assist in the conversion process. The guide addresses initial pre-planning that must occur well in advance of the scheduled course. The guide addresses the need to focus on using a systematic design plan (ADDIE) to help guide the process with constant revision being a theme throughout each phase. The guide then addresses the need for selecting the proper Course Management System that can host and be a play a vital role in enhancing a learner’s ability to interact.

The role of the facilitator is another area that is addressed when converting to a distance learning setting. There will be a big difference in the facilitator’s approach to teaching in the distance learning setting. Striking the right balance may prove to be a bit of a challenge for some facilitators. The guide addresses the many roles that a facilitator will have to recognize and understand when to apply throughout the course.

Finally, with any distance learning program students are asked to take on a much more active role in their learning, so the promotion of communication will play a major part. The guide will provide tips that will help to keep the lines of communication flowing while building a community of self-directed learners.

Select the link to view the PDF document.

https://docs.google.com/document/pub?id=1BYDm5KrD-AEN-sv1eEcsp5-Pt-7VMcp1RX8OfLa_kJU

Resource:

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

THE IMPACT OF OPEN SOURCE

Open Source resources has opened the door for many possibilities in the way of distance learning. Von Hippel and Von Krogh (2003) explain, “Open source software development projects are Internet-based communities of software developers who voluntarily collaborate to develop software that they or their organizations need” (p. 209). These new software development projects have become a significant economic and social phenomenon.

The main idea and principle of open-source software development is to create peer production through bartering and collaboration, with the source-material and documentation being made available at no cost to the public. Hylen (2006) states, “… open on the one hand may mean without cost, it does not on the other hand, means without conditions” (p. 3). It is the no cost aspect that has attracted institutions of higher learning to venture into this opportunity for sharing their courses through distance learning. Open source courses can be a great opportunity for learners to experience learning from some of our nation’s best institutions and expose them to material they might not have access due to distance or cost factors.


At the Open Yale course site (http://oyc.yale.edu/) they provide various introductory courses free of charge. These courses are taught by distinguished teachers and scholars at Yale University. One course of particular interest that I chose to examine was History of the American Revolution. As outlined in the video lesson “Developing Online Courses”, “Developing online courses is a time-consuming process that takes as much preparation as the planning and design phases.” It appears there was an attempt to address at least two of learners’ various learning styles from visual and auditory needs. Bakalevu and Narayan (2010) explain, “Blended learning takes account of the impacts of factors such as learner differences, personal characteristics, and learning styles on the learning environment” (p. 4). In this open source site learners are provided visual recordings of the lecture as well as an audio version and text transcripts. These formats are all positive resources as long as the learner has the appropriate format for accessing the material.

After examining these courses through the eyes of an instructional designer building a course for online learning, there is room for improvement to better align the course with the recommendations for online instruction. The biggest area of concern for the current format is the lack of interactivity that it provided. Simonson, Smaldino, Albright, and Zvacek states, “The emphasis should not be on the inherent efficiency of the distance learning, but on the values and services offered to students through their exposure to others” (p. 155). These courses can use an overhaul to include interactivities from threaded discussions to rich graphics for visual stimulation. While the videos provided where adequate they would be better received if they were divided into chunks. Simonson et al explains, “…it is best to “chunk” a 50-minute class into five or six single-concept blocks, each as a separate learning object” (p. 97).

The site provided simple links for accessing transcript files, videos and audio files. These files could be better arranged into modules or units along with learning activities for the learner. The course design did not take into consideration implementing activities that would allow the learner to gather a deeper understanding of the course material. These learning activities could include: reading assignments, PowerPoint presentations, learner-centered experiences on specific topics, research assignments utilizing Web search engines, or self-tests for an assessment of overall learning.

By creating meaningful activities for the learner it would allow the instructor an opportunity to get to know the student and monitor and manage motivation throughout the course if required. Without a full consideration and understanding of the necessary components involved, the learner, the content, the method and materials, and the environment learning experiences necessary for learning would be lost. Simonson et al explains, “The components must interact both efficiently and effectively to produce quality learning experiences” (p. 152).

The possibilities that open source learning offers can be endless with the right level of preparation and planning. These learning opportunities will be useless if the methodologies of designing distance learning courses are not taken into consideration. Open Yale courses possess the potential of providing authentic online learning, but require much improvement in their design and development phase in order to truly be effective.


References:

Bakalevu, S. & Narayan, N. (2010). Why Blended Learning? Retrieved from http://linc.mit.edu/linc2010/proceedings/session15Bakalevu.pdf

Hylen, J. (2006). Open Educational Resources: Opportunities and Challenges. Retrieved from http://www.oecd.org/dataoecd/18/53/40600472.pdf

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

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

Von Hippel, E. & Von Krogh, G. (2003). Open source software and the “Private-Collective” Innovation Model: Issues for Organization Science. Organization Science 14(2), 209-223. Retrieved from http://web.mit.edu/evhippel/www/papers/Private-Collective%20Model%20OS.pdf

Walden University video: “Developing Online Courses”

Photos retrieved from www.flickr.com