Distance Education

Distance education provides a flexible learning environment for students to learn despite the fact that the student and instructor are separated by time and/or distance. The delivery method for instructional content determines the strategies and tools used in an instructional design. Traditional classrooms require different learning strategies than those used in an online learning environment. One major tool in the implementation of online instructional design is a course management system (CMS) or learning management system (LMS). This is an online environment that allows an instructor to bring all of the elements of a course into one central, organized location. Given the large variety of course and learning management systems, it is essential to research the options to determine which will be appropriate for a particular instructional design or training project.

In the video webcast, Dr. Siemens (Laureate Education, Inc, 2010) points out that as new technology tools become more useful in a distance learning environment; online learning will become more effective as a learning strategy. Tools such as concept mapping software, instant messaging, presentation software, media software, and discussion/collaboration technology are becoming more advanced and prevalent which helps to improve the quality of distance education. These learning tools will help to create a learning community, distinguishing it from the solitary educational study of distance correspondence courses of the past (Lohr, 2009).

I have confidence that perceptions surrounding distance education will improve as time goes on. I believe this will come as a result of students choosing to take online courses because their life demands the flexibility that distance education offers. The demand for online courses and programs continues to grow, thereby increasing the number of advocates and hiring professionals with online course experience. Having first-hand knowledge of a quality online educational experience will be the strongest argument for distance education. Within the next ten years, I think there will be more mainstream acceptance of distance learning as a legitimate endeavor. If the costs for virtual reality and simulation technology were to decrease significantly over the next 20 years, I could see another surge in distance education to include a wider variety on online degree programs, including some that currently require face-to-face interaction.

I intend to be a proponent of distance education and for improving societal views about distance learning by understanding the advantages of distance education, which will enable me to give detailed and intellectual arguments for online learning. Advantages include flexibility in terms of managing obligations by completing coursework at times that work for the learner and flexibility that enables the student to hold a full-time job simultaneously, and manage other personal obligations.

The opposite end of the spectrum shows us that we also need to acknowledge the limitations, as well. Distance education may not be appropriate for all content, such as for nursing coursework or learning to be a machinist. Distance education is usually best suited to adult learners or individuals who have a strong self-concept (Cercone, 2008), have technical aptitude, are self-motivated, have strong written communication skills, and an exploratory nature (Hancock, 2004).

Effective online training should contain a variety of components such as video and media presentations with narration, multiple resources that explain the same topic, and an element of discussion and reflection. Through the process of reflection, the student is able to apply the acquired information and turn it into knowledge.

References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.

Hancock, J. (2004). Focus for Instructional Design: Considering the Needs of a Distance Learner. Journal of Diagnostic Medical Sonography, 20, 208-211.

Laureate Education, Inc. (Producer). (2010). The Future of Distance Education [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1373693_1%26url%3D

Lohr, S. (2009). Study Finds That Online Education Beats the Classroom. Technology-Bits Blog - NYTimes.com. Retrieved from http://bits.blogs.nytimes.com/2009/08/19/study-finds-that-online-education-beats-the-classroom/

 

Best Practices: Converting Face-to-Face Training to Online

Many variables must be considered when converting traditional classroom training courses into online or blended training courses. Blended training courses contain some face-to-face interaction between the student and the instructor, but also contain a significant amount of content is an asynchronous or online delivery method.

Pre-Planning Strategies

Consider using a Course Management System (CMS) or Learning Management System (LMS) to keep all the training content and communication in one central location. In the pre-planning phase of instructional design it is important to evaluate goals and determine which systematic process will be used in the design process. Using the ADDIE model as a framework for the design can aid in creating an effective and comprehensive instructional design (Simonson, Smaldino, Albright, & Zvacek, 2012).

Facilitating Communication

The trainer should consider the practical needs of the learners and find ways to tie in the information with their real life situations (5 Successful, 2010). Utilizing a discussion board for general questions about the course is recommended to give student’s a forum to ask questions to the instructor regarding assignments. Also posting overviews of each learning outcome and module, unit, or assignment objectives (Best, n.d.). Discussion groups designed to allow students to introduce themselves help to humanize the online experience and facilitate more genuine future discussions. Within discussion groups, students should be encouraged to participate and the instructor should encourage the students posts and find ways to draw - less active discussion participants - into the online conversation (Van Duzer, 2002).

 

Using Technology

To create better learning experiences, technology can be used to enhance and add variety to dry technical text documentation (5 Successful, 2010).  Include a variety of delivery methods for the student to review content. This helps to reinforce ideas for students with different learning methods, preferences, and abilities (Best, n.d.).

How does your Role as Trainer Change

In an online or asynchronous learning environment, the role of the trainer changes from knowledge dispenser to the role of facilitator (Easton, 2003). Acknowledging the difference between a traditional lecturer and the online facilitator involves scrutiny of conflict resolution, student engagement and participation.Instructors and trainers should gently guide the student through the learning process by focusing discussing and giving pointers for students to head in a different direction. There is also a lack of visual cues that could indicate student frustration, boredom, or confusion, therefore instructors also need to be proactive. Instructors also need to set a tone in the online environment that encourages group harmony (Easton, 2003).

 
 
 

References

 

5 Successful Instructional Design Best Practices | Wadeware. (2010). Wadeware. Retrieved from http://www.wadeware.net/it-courseware/5-instructional-design-best-practices/

Best Practices in Designing Online Courses. (n.d.). Las Positas College. Retrieved from http://lpc1.clpccd.cc.ca.us/lpc/blackboard/best_practices/

Easton, S. (2003). Clarifying the Instructor's Role in Online Distance Learning. WVU.edu|West Virginia University. Retrieved from http://www.wvu.edu/~itdc/resources/teaching/InstructorRole.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.

Van Duzer, J. (2002). Instructional Design Tips for Online Learning. CSU - Chico| California State University. Retrieved from https://www.csuchico.edu/tlp/resources/rubric/instructionalDesignTips.pdf

 

Open Courses

The Impact of Open Source

The Open Learning Initiative created by Carnegie Mellon University has developed a number of open and free courses with full access to the course management system via the internet.  

Critically examining the Biology course for meeting recommendations as suggested by Simonson, Smaldino, Albright, & Zvacek (2012), the home/main page of the course lists six units, each with sub-modules (Syllabus, n.d.). The learner can click on the unit link and when finished they are directed back to the home/main page to continue through the course in a distinctly linear manner. The main/home page is also the syllabus for the course, for which it could be argued, makes the course navigation that much more efficient (Syllabus, n.d.).

The first module dives right in to the introduction of modern biology and includes a link to the ‘General Instructions.’ This document gives the student an overview of the types of tools and activities used in the course. These include descriptions of what the course designer defines as low-stakes activities, where the student can learn interactively, repeating the activity as needed to re-enforce concepts, but they are not graded. This page also includes tips for using the technology tools provided in the course (Syllabus, n.d.).

In terms of Assessment guidelines, the course content contains quizzes, self-assessments, and short answer exams (Simonson, et al., 2012). However, elements that are missing in terms of assessment are papers/essays, projects, and discussion groups. Facilitation of discussion groups in a open free course would be more difficult to moderate and coordinate, since students learn at their own pace and participate as needed. Learning outcomes, called learning objectives in the Modern Biology course, were distinctly listed at the beginning of each module to focus on the learning goals (Syllabus, n.d.).

The course content included many types of interactive media tools that illustrate 3-dimensional features of cells and molecules. Simonson, et al. (2012) emphasized the inclusion of readings and text, video access, audio speech presentations, and recorded visual presentations that include narration. There was a lack of narrated presentations or lectures from any experts with a strong focus on written text and visual materials such as interactive 3-D visual tools and short quizzes for testing knowledge (Syllabus, n.d.). Additionally, an approximate recommended time-frame for the course was not given (Simonson, et al., 2012), which also ties in with the idea that no instructor guidance would be given, as is typical of open source courses.

Pre-Planning

From an instructional design perspective, I would say that there was pre-planning for this course, otherwise there would not be so many interactive media technology tools included in the program. Also, the quizzes were not traditional but interactive quizzes with visual representations.

Maximizing Active Learning

      Despite the fact that this course was an open-course without an instructor to guide aspects such as grading, group projects, or discussions, there could have been more done to maximize the learning experience for distance learners. Some modifications could include asynchronous discussion forums by topic. Students could add their viewpoints and reflections and have the ability to view the posts of previous or current students. On a topic such as biology, a project could be proposed for the student to work on his/her own.

 

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.

 

Syllabus: Modern Biology (Open + Free). (n.d.). Open Learning Initiative. Retrieved from https://oli.cmu.edu/jcourse/lms/students/syllabus.do?section=0bb0c42880020ca600b504a8a5daae29.