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