Distance Education Reflection

At the conclusion of the EDUC 6135 course, this designer offers a reflection of final thoughts regarding:

1.       the future of distance learning;

2.       being a proponent for improving societal perceptions of distance learning; and,

3.       influencing continuous improvement in the field of distance education.

The Future of Distance Learning

Online education is appealing for those seeking to further their knowledge and skills, but whose schedules may not work in the traditional course setting. Advantages of the online environment include: variety of class availability; cost savings, flexibility in scheduling, studying, and completing assignments; and work/life/school balance (OEDb.org, 2012).

There is a variety of speculation about the future of distance learning, but current research points us in the direction of anticipated growth in the adoption of online learning practices for learners, universities, and employers. Data from a recent survey by the Pew Research Center reveals 60% of respondents agreed with the following scenario projecting future changes in distance learning (Anderson, Boyles, & Rainie, 2012):

Source: Microsoft.com

By 2020, higher education will be quite different from the way it is today. There will be mass adoption of teleconferencing and distance learning to leverage expert resources. Significant numbers of learning activities will move to individualized, just-in-time learning approaches. There will be a transition to "hybrid" classes that combine online learning components with less-frequent on-campus, in-person class meetings. Most universities' assessment of learning will take into account more individually-oriented outcomes and capacities that are relevant to subject mastery. Requirements for graduation will be significantly shifted to customized outcomes.

Distance Learning Perceptions

Even with all of the advantages the projected outcomes for the future of distance learning, it is not for everyone. Those who decide to transition to the online experience must be prepared to (Littlefield, 2012):

1. Do just as well (or better) without people looking over their shoulders.
2. Never (or rarely) procrastinate.
3. Possess good comprehension skills.
4. Resist consistent distractions.
5. Be comfortable without the social elements of traditional schools.

In addition, perceptions of online degree credibility remain skeptical for some employers who are reluctant to hire people with degrees from online universities. According to the U.S. Department of Education, there is good news on the horizon for changing perceptions. Their data indicates online classes aren’t just an acceptable alternative to traditional education; they’re actually better:

“Students in online conditions performed modestly better, on average, than those learning the same material through traditional face-to-face instruction.” (Means, Toyama, Murphy, Bakia, Jones, 2010).

This translates to online education being viewed as an academic outcome enhancer and is likely to change perceptions about the significant progression of online course offerings (Langley, 2011).

In addition, the credibility of online educational institutions is connected to overall perceptions of quality degrees. It is therefore important for learners to choose an online university which has achieved accreditation demonstrating it has met rigorous quality standards set by a third party. Accreditation is obtained through a system of peer reviews which is important to the broader academic and professional community. This assures that a degree from an accredited university will be recognized and valued by employers, colleagues, and other accredited universities (Walden University, 2012).

Influencing Improvement

This designer is optimistic about the future of distance learning. Practicing the principles of effective instructional design outlined in multiple resources including those this semester has been instrumental in advancing her career-related projects. By continuing to apply newly gained knowledge and being ethical in her practices, she joins her fellow online classmates and designers in influencing the improvement and credibility of distance education.

References

Anderson, J.Q., Boyles, J.L., & Rainie, L. (2012). The future of the internet. Pew Research Center’s Internet & American Life Project. Retrieved from http://pewinternet.org/~/media//Files/Reports/2012/PIP_Future_of_Higher_Ed.pdf

Langley, J. (2011). The changing perception of online education.

     Retrieved from http://edudemic.com/2011/11/online-ed-perception/

Littlefield, J. (n.d.). Is distance learning right for you? About.com Distance Learning. Retrieved from http://distancelearn.about.com/od/isitforyou/a/considering.htm

Means, B., Toyama, Y., Murphy, R., Bakia, M., Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education. Retrieved from http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

OEDb.org. (2012). 10 advantages to taking online classes. Retrieved from http://oedb.org/library/distance-vs-local/10-advantages-to-taking-online-classes

Walden University. (2012). Accreditation. Retrieved from http://www.waldenu.edu/about/who-we-are/accreditation

Converting to a Distance Learning Format

This is Week 7 of the EDUC 6135 course which presents a scenario where a training manager is transitioning face-to-face communication training sessions into a blended learning format (Wong, 2009).  The manager believes the blended format 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 the training materials on a server for unlimited access to resources and assignments.

In addition to addressing the questions below, this post includes an overview of instructional design systems and an ID Best Practices Guide.

·         What are some of the preplanning strategies the trainer needs to consider before converting the program?

·         How will the trainer’s role change in a distance learning environment?

·         What steps should the trainer take to encourage the trainees to communicate online?

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

Instructional Design Systems

Research clearly indicates that while there is no one “ideal” approach to course design, there are good design principles which are essential for effective learning outcomes.  And, good course design begins with a systematic process that applies research-based principles to educational practice.  The idea being, that if the design is effective, the instruction will also be effective.  (Simonson et al., 2012).

Effective Design = Effective Instruction

According to Dr. George Piskurich, the methods used to facilitate online and traditional courses are the same.  For instance:  PowerPoint slides should be used sparingly, activities and applications are the heart of an online course, developing a good lesson plan is critical, and thoroughly reviewing the lesson plan with instructors is required (Laureate Education, Inc., 2012).

Components of good course design include the learner, the content, the method(s) and materials, and the environment including the technology.  There should be a balance among the components with none taking on a higher position than the others (Simonson et al., 2012).

Preplanning strategies

The process of planning and organizing distance education is multifaceted and must occur well in advance of the scheduled instruction.  In online environments, visuals provide concrete reference points for students.  By using a variety of visuals, content can be made easier to understand by breaking down complex ideas into relational components.  The training manager in this scenario should determine how to visually represent key concepts and topics in the form of tables, figures, graphics, charts, etc.  (Simonson et al., 2012).

In addition to planning for the visual aspect of the online environment, communication strategies must also be addressed.  Research confirms that people learn by interacting with others.  In support of this fact, whatever technology is used, the purpose is to promote communication.  With this in mind, questions to answer to ensure effective online communication include: 1) Do all activities encourage interaction at all sites?; 2) Do the activities allow for student group work?; and, 3) Is there a technology contingency plan in place? (Simonson et al., 2012, p. 153).

General principles of distance learning should also be considered by the training manager including (Simonson et al., 2012):

·         The target audience of the activity.

·         The content of subject matter to be delivered.

·         The outcomes or objectives desired.

·         The cost effectiveness of the system.

·         The opportunity costs of alternative systems and methods.

·         The availability of technology to the provider and to the learners.

·         The geographical location of the learners.

·         The comfort level of the learners [and instructors] with any technology that is used.

The Trainer’s Role

Historically, traditional learning has been “teacher-centered”; however, by its very nature online education demands that students are engaged in the learning process.  With distance learning, the trainer must shift the focus to a “student-centered” approach (Simonson et al., 2012, p. 196):

Online Communication

Without establishing a community of learners in a distance setting, the potential for success is limited.  Instructors/trainers should take the time to create a classroom culture that promotes shared learning experiences and teamwork.  As a reminder, the responsibility for creating the culture in the online environment is the responsibility of all participants, not just the instructor.  As such, it is important that clear expectations be communicated to learners with regard to etiquette, number and frequency of communications, examples of acceptable and unacceptable topics, hot links to relevant online resources, etc. (Simonson et al., 2012).

Tip:  Instructors/trainers need to provide two types of feedback:  information feedback and acknowledgment feedback (Simonson et al, 2012, p. 179).

Training Enhancements

Both synchronous communication and face-to-face (F2F) interaction are essential for supporting successful online learning.  For effective blended learning solutions, the equation looks like this (Wolpert-Gawron, 2011):

Face-to-Face + Synchronous Conversations + Asynchronous Interactions

For the training manager scenario, the aspects of the original program which could be enhanced include:  asynchronous content for unlimited access to learners, synchronous conversations during classroom and/or virtual sessions; and asynchronous interactions where methods such as reflection questions or case studies are used for learner responses.

Additional blended learning design recommendations (Wolpert-Gawron, 2011):

1.       The first class should always be F2F (or at least real-time).  This allows for expectations to be set and puts a “face” to the instructor/trainer and learners which promotes accountability.

2.       Assessments should be real-time with a choice of F2F or online.

3.       There must be synchronous content conducted  multiple times throughout the class.

4.       Content delivery and discussion methods should be differentiated.

5.       Limit the class size.

Rule of Thumb:  For threaded discussions, instructors/trainers should respond once for every 4-5 student postings early in the course and once for every 10-12 posting later in the course.

Conclusion

No matter the design project, there are multiple considerations and factors for which to be aware and take action on.  Attached is an ID Best Practices Guide compiled from research conducted by this designer who hopes those who read this post find useful.

ID Best Practices Guide

References

Fors, M. (n/d). Instructional design criteria checklist. Retrieved from      http://www.unitar.org/hiroshima/sites/unitar.org.hiroshima/files/17_AF07WSII_Instructional_Design_Criteria_Checklist.pdf

Laureate Education, Inc. (Producer). (n.d.). EDUC 6135 Distance Education [DVD]. In Facilitating Online Learning. Baltimore, MD: Dr. George Piskurich and Jacqueline Chauser.

Legault, N. (2012). Firting w/ elearning. Retrieved from   http://www.unitar.org/hiroshima/sites/unitar.org.hiroshima/files/17_AF07WSII_Instructional_Design_Criteria_Checklist.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.

Wolpert-Gawron, H. (2011). Blended learning: Combining face-to-face online education. Edutopia. Retrieved from http://www.edutopia.org/blog/blended-online-learning-heather-wolpert-gawron

Wong, J. (2009). What is blended learning. Retrieved from http://www.youtube.com/watch?v=ffRUHKx2zyU

The Impact of Open Source

The Walden EDUC 6135 course has been progressing well and I have been busy creating and populating a content management system with information about technology tools (i.e. wikis, streaming video, etc.) and effective distance learning practices (i.e. technology knowledge, time management, etc.). 

This is Week 5 of the Walden course, a portion of which includes a review of an online course.  I reviewed the course:  The Art and Science of Negotiation offered by the Massachusetts Institute of Technology (MIT) through the free Open Courseware Consortium (OCW) web site (Laws, 2006).  Having concluded my review, I will be responding to the questions outlined below with my analysis findings beginning with an overview of planning instruction.

Overview:  Planning Instruction

When planning for instruction, the process involves critical components of the:  learner; content; method and materials; environment; and, technology which must interact both efficiently and effectively to produce quality learning experiences.  Additional elements to keep in mind for distance education include (Simonson, Smaldino, Albright, & Zvacek, 2012):

·         Courses previously taught in traditional classrooms may need to be retooled where the focus of the instruction shifts to visual presentations, engaged learners, and careful timing of information.

·         Plan activities that encourage interactivity and allow for student group work.

·         Be prepared in the event that technical problems occur.

·         Examine issues associated with the separation of instructor and students such as time constraints for class delivery, lack of eye contact, visualization of materials, and interaction.

Course Analysis Findings

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

Learner satisfaction in distance learning is determined by “the attention [the learners] receive from the teachers and from the system they work in to meet their needs - what distant learners want and deserve” include: 1) relevant content; 2) clear directions; 3) as much control as possible of the learning pace; 4) a means of drawing attention to individual concerns; 5) a way of testing their progress and receiving instructor feedback; and, 6) materials that are useful, active, and interesting (Simonson et al, 2012, p. 176). 

The seven elements framework for negotiation, developed by
Roger Fisher, is one of the topics discussed in the course.
(Image by Prof. David Laws).

For the MIT course, I found the above determinants of learner satisfaction to possess varying degrees of effectiveness as outlined below.

Relevant Content – The content is relevant and combines skill-building with social theory which includes reading, problem sets with required participation in discussions and simulations as well as a final project.

Clear Directions – The format of the course is easy to navigate with all web pages associated with the course listed on the left side of the web page for easy access.  A course syllabus is provided as well as directions for each section’s topic. Assignments and the final project were clearly explained.  A calendar of activities with applicable key dates is included.  There are links to information for Getting Started using OCW materials, technology, etc. These FAQs pages provide answers to common questions learners may have about the course.  There is even a link that provides the in-text citation reference for the course.

Learning Pace Control – The learner has full control over the pace of this asynchronous course.

Addressing Individual Concerns – An email link is available to send feedback to the MIT site administrators.

Test Progress & Receive Feedback – This information is not available with the free course.

Useful, Active, and Interesting Materials – Materials are separated into four general areas which are of interest to me:  1) Bargaining and Strategic Interaction; 2) Cooperation and Mutual Gains; 3) How Can We Shape the Game We Play?; and, 4) Big Cases. 

In my opinion, the materials, discussions, exercises and simulations would be more effective using the blended learning approach of the tuition-based course; however, for a foundational understanding of the topic the asynchronous free course is useful and interesting.

Does the course follow the recommendations for online instruction as listed in your course textbook?

MIT faculty and instructors publish only as much content as they are comfortable providing on a Web site that is freely accessible worldwide.  In some cases, solutions to homework assignments, quizzes, and exams are only discussed and presented in a classroom setting and not made available in print or electronic format.

The resources in the Walden course caution designers to avoid “dumping” a face-to-face course onto the Web (Simonson et al, 2012), and for the blended MIT course, that is exactly what was done.  However, being that it is a free course;  the method is a cost savings measure for the school.

This being said, it is apparent the designers of the MIT course followed many of the best practices for online instruction including (Simonson et al, 2012, pp. 135-136):

·         Organizing the course and making the organization and requirements clear to the learner.

·         Keeping learners constantly informed.

·         Including learner interaction through discussion boards.

·         Incorporating simulations for practicing negotiating skills.

·         Applying adult learning principles (self-directed assignments).

·         Training learner to use the course site (FAQs pages).

 

Did the course designer implement course activities that maximize active learning for the students?

Active learning for instructional designers is described as incorporating strategies which involve learners doing things and having them think about the things they are doing (Austin, n/d).  Best practices for instruction also involve providing for “real “ experiences.  For both children and adults, “real” experiences provide the foundation for learning; however, more “realistic” forms of learning can be less efficient in terms of resources and/or distractions.  The critical job of educators and designers of distance education is to be only as realistic as is needed in order for learning to effectively occur (Simonson et al, 2012).

The MIT free course provided active learning activities by including a beginning and end to each activity; stating a clear purpose, providing clear directions, and including instructions for utilizing the site contents (Austin, n/d).  Realistic instruction is incorporated in the tuition-based course in the form of simulations.

References

Austin, D. (n/d). Strategies to incorporate active learning into online teaching. Retrieved from http://www.icte.org/T01_Library/T01_245.pdf.

Laws, David. 11.011 The Art and Science of Negotiation, Spring 2006. (Massachusetts 
              Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 27
              Nov, 2012). License: Creative Commons BY-NC-SA.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
              distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.