Distance Learning and the Future

As this course comes to a close, my perception of distance learning and the detailed planning involved in creating an effective course has changed significantly.  In a previous post titled ‘Mind Map’ I shared the definition of distance learning as learning that was institutionally based and involved separation of teacher and student, sharing of data video and voice and used interactive telecommunications (Simonson et al, 2012).

There are several disputing views about distance learning.  Although distance learning is becoming more popular and online professional development courses are becoming common in the workplace, there is still a slight stigma attached to online degree programs for some people.  Many still feel that a degree obtained from an online program is not as valid as a degree obtained in the face-to-face environment and concerns related to these degree programs stem from questions about accreditation and the fact that pretty much anyone is able to study online once they have access to the internet.

As distance learning becomes more common and more students choose to learn using this method, society will likely change its perception.  As I interviewed several people on their views of distance learning, many felt they would take a degree course online and all had taken some kind of course online.  The Horizon Report of 2013 lists Massively Open Online Courses as a technology to watch in the ‘near-term horizon’.  It is predicted that online learning courses will become very common and at this point it will be crucial for accreditation to be fully understood by students and the workforce. It will be imperative that management in the workforce and learners know of appropriate accreditation boards. Universities that offer courses online will compelled to design well-structured and effective courses in order to gain this accreditation. 

As an instructional designer, it will be essential to design these well-structured courses using an instructional design method such as the ADDIE model that fosters effective learning.  With the continuing growth in technology and the common use of technology tools such as wikis and blogs, instructional designers will need to ensure that courses incorporate these tools and create a student-centered learning environment.  Simonson et al (2012) encourage courses to be designed that promote ‘active learning, collaboration, mastery of course material and student control of the learning process’ (p. 123).  Well-designed courses and well-rounded degree holders entering the workforce should eventually change society’s perception. 

As a student using distance learning to obtain a masters degree through Walden University, I can say that I believe these courses to be fully effective and personally prefer this method of learning to that of a wall-to-wall classroom.  It has been exciting learning this course content as it has allowed me to become more knowledgeable of the features of distance learning. I believe I now have more understanding of the responsibilities of deigning an online course.

References:

Johnson, L., Adams, S., Cummins, M., Estrada, V., Freeman, A. & Ludgate, H. 2013. The NMC Horizon Report: 2013 Higher Education Edition. Retrieved October 27, 2013 from http://www.nmc.org/pdf/2013-horizon-report-HE.pdf

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

Converting A Classroom-Based Training Course Into a Blended Format

 

Many courses are shifting from a classroom-based approach to a blended-learning format, teaching both online and in the classroom.  There are several requirements that need to be met to make this learning approach effective.

Consider this scenario:  A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

Although moving to the blended classroom may seem like a simple task, a lot of planning is required to help the transition move smoothly.  Smith (2000) tells us ‘what has given online learning the perception of difficulty, however, are those issues that were unforeseen, or, more precisely, unplanned’.  An instructor must be prepared for these issues and have plans in place, should they occur.  Some foreseen issues, as stated by Smith (2000), include increased instructional planning, lack of technology training by learners and instructors, the need for continuous evaluation of the program and the cost of the moving the course online.

In this scenario, one of the instructor’s main goals is to enhance discussion amongst learners.  The threaded discussion is an ideal learning tool that can be used by students to share their knowledge of a given topic and students are required to ‘discuss’ the topic with their classmates, giving feedback and offering supportive or opposing comments as necessary.  If participation is a requirement of the course, then each student is provided with the opportunity to contribute his or her views.  This is not always possible in a classroom-based discussion forum, as quieter, less vocal students are not always heard.

Both the student and instructor play a role in how smoothly a threaded discussion runs and how effective the learning can be.  Simonson et al (2012) tell us ‘everyone must take an active role in the development of a collegial learning situation’ (p. 200).  It is suggested that the students be trained in communication protocols and that icebreakers are used to help students get to know each other prior to discussions.  The instructor should offer written guidance for these prior to the course and should also become involved in discussions and model his expectations.  To further help the discussions run smoothly and create a positive experience for the learners, the instructor should share further expectations of the course.  These expectations include the course outline, timelines, and assessment tools and guidance.  Providing technical support is also essential and students should know whom to contact for this.  Bouchat (2012) tells us ‘organization of the area where students conduct their discussions is also important. A well-organized threaded discussion allows the students to focus on course content instead of the administrative mechanics of the dialogue’. 

Moving the course to a blended-learning format, with threaded discussions used online, is an ideal way to create a more interactive learning environment with increased participation amongst all learners.  It is crucial that the instructor is fully involved and supportive of all learners.

References:

Bouchat, C. (October 30, 2012). Beyond Self-Teaching Online: Using the threaded discussion in distance learning. Retrieved from: http://www.learningsolutionsmag.com/articles/202/beyond-self-teaching-online-using-the-threaded-discussion-in-distance-education-

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

Smith, J. (2000). Converting Courses to Online. DETC Occasional Paper, 19. Retrieved from: http://www.detc.org/downloads/publications/No19ConvertingCoursetoOnline.pdf

Review of an Open Course: Developing Apps for iOS (Fall 2010)

This week in my course I have studied the process of designing an effective distance-learning course.  Many designers follow the ADDIE design process and with each stage critical, no stage of the design should have more weight than the other.

We have been asked to explore an Open Course this week and I have chosen to look at a course offered by Stanford through iTunes.  This course is completely free of charge and is available through the iTunes U app.  With this app there are many courses on a variety of topics, free of charge.  I began looking at one called ‘Developing Apps for iOS (Fall 2010).  This was previously a course offered by Stanford University to its students and is now offered by the university to the public for knowledge acquisition- not for any credit. 

By no means am I a technology genius as I’ve always assumed you would need to be to do such a thing as App design, and so I thought it might be interesting to see the course content and its layout.  After choosing the course from iTunes U, you are taken to one page that holds all of the information for the course.  There is a description of the course followed by a course outline and then a list of podcasts, which hold the lessons.  We are given many details about the course in the first podcast.  There is an explanation of the schedule for the course, the course content is briefly discussed, technology requirements are shared, and the prerequisites for the course are given, all within the first 10 minutes.  As there is no classroom as such to explore with different sections for this information, it was useful to have this concise introduction.  It was especially useful for me as the prerequisites required a background in programming, which I do not possess, signaling to me that this was not an appropriate course for myself.  

As a distance-learning course, many of the required resources were there. There was a video of the presenter with a PowerPoint slide alongside him.  Simonson et al (2012) list 12 “golden rules” for use of technology in education.  #5 tells us to ‘make all four media available to teachers and learners.  Print, audio, television, and computers should all be available’ (p. 172).   Students are also very involved in the learning as after every two presentations, you are expected to complete a practical activity and replicate what you have been taught and shown.

Simonson et al (2012) describe the expectations of a distance learner as having relevant content, clear directions throughout the course, control of the pace of learning, and materials that are useful and interactive.  This course meets these needs. However, as this is a free distance-learning course, there is not the support available that is needed.  One of the main components of distance learning is ‘connecting learners, resources and instructors (Simonson et al, 2012, p. 34) and this is not possible without the support from the university.  During the first podcast you are given a link to the Stanford course website and can receive transcripts of the slides and homework assignments.  However, the FAQ area on this site tells you that help is only available to enrolled Stanford students. Simonson et al (2012) list two more needs of the learner as requiring ‘a means of drawing attention to individual concerns’ and ‘a way of testing their progress and getting feedback from their instructors’ (p. 176).  With no contact with the university, there is no way to meet these critical needs.  This course also lacks support of peers. 

Overall this course, when enrolled as a student and using the iTunes U app to obtain your lessons and assignments, is an effective course and students can receive support as needed.  If taking this as a free course you will need a lot of self-discipline, as there are no deadlines for assignments.  It is very likely that if you are a learner doing such a course without receiving certification or credit, you already have that motivation that is needed.

I realized quickly that this is not my learning style.  I did not have the attention span to listen to my lectures in a hall while pursuing my bachelors degree and I believe I would struggle with these lengthy lessons on podcasts. For those who cannot afford a course or those who choose not to pay as they feel they do not need the support, this is a great option. 

References:

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

 

Stanford University. (October 5, 2013). Frequently Asked Questions. Retrieved from:     

            http://www.stanford.edu/class/cs193p/cgi-bin/drupal/faq