Future of Distance Learning

As online and distance learning continues to mature, I believe it will gain more and more acceptance. The idea of obtaining a degree based on online work, as defined by Simonson et al (2009) as at least 80% of the curriculum delivered online, will become more mainstream as more people matriculate into the workforce and prove it can be a successful method in education. I think people still associate online degrees with correspondence courses from the 1970’s and ‘80’s or with diploma mills of the 1990’s and 2000’s. Part of the perception comes from virtual schools that do not offer a physical location. These schools are unable to make statements as “same faculty/classes/standards as traditional, face-to-face classes”. Studies performed by Gambescia and Paolucci (2009) point out the difference statements such as the above make in the perception of an online program. Since online schools are unable to make such statements, they may be unfairly judged and have to work harder at proving their value and conformance to brick and mortar schools offering online courses. 

In the future, online universities will become more accepted as equivalent to face-to-face schools. This acceptance will come, in part, from the growing number of graduates from such schools. As they begin to apply their degrees and knowledge to jobs and real-life applications, the negative perception of online schools will diminish. Also, as the number of online courses offered by traditional schools grows, the stigma will lessen. Time will be the largest factor in gaining acceptance. In the next 5 to 10 years, online learning will continue to grow regardless of if the courses are offered through a traditional school or virtual, online university. In the next 10 to 20 years, I think all universities will offer online classes and public perceptions will be positive. I also think that as more high schools offer online classes and become virtual, acceptance will grow and become commonplace. Schools such as Insight, offered by Washington state (Shaw, 2006), are becoming more accepted for high school, which in turn will translate to acceptance for higher education schools. In the world of instructional design, the negative perceptions can be minimized by offering high quality curricula and keeping up with technology changes. The article “Issues in Distance Learning” written in 1995 (Sherry) is still valid today. Instructional designers (ID) should pay careful attention to the use of technology, visual imagery, communication, and active, inquiry, and constructivist-type of learning. By making classes interactive and participative, the stigma of being a diploma mill will be lessened and students will be able to maximize their value of the course. 

I believe both lean and six sigma methods can be successfully applied to education as suggested by Emiliani (2004) and Hargrove and Burge (2002). With my personal background in continuous improvement tools, specifically lean and six sigma, I hope to apply these skills to the ID process and learning process. Items to look at in distance education include determining the value for the students and companies they will be employed at, the number of transactions a learner makes within the class room environment, effective use of media, graphics and text, and improving retention rates of both learners and knowledge. As tools and methods of online delivery evolve, it will be up to us as ID professionals to ensure our messages remain clear and effective. 

References 

Emiliani, M (2002). Improving business school courses by applying lean principles and practices. Retrieved December 26, 2010 from http://www.members.nae.edu/nae/caseecomnew.nsf/0754c87f163f599e85256cca00588f49/862570b6006873128625724b007511b1/$FILE/ATT131QJ/Lean%20Course1.pdf 

Hargrove, S and Burge, L. (2002). Developing a six sigma methodology for improving retention in engineering education. Retrieved December 26, 2010 from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.20.6603&rep=rep1&type=pdf 

Shaw, L. (2006). First online high school in state planned for fall. Seattle Times. Retrieved December 26, 2010 from http://seattletimes.nwsource.com/html/education/2002981361_insight09m.html 

Sherry, L. (1995). Issues in Distance Learning. International Journal of Educational Telecommunications, 1(4), 337-365. Charlottesville, VA: AACE. Retrieved November 3, 2010 from http://www.editlib.org/p/8937 

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

EDUC 6135 - Distance Learning

Designing an online class is different than a traditional face-to-face class.  Different strategies for planning, content, and evaluation are used in addition to delivery.  Unfortunately, I do not have a way to attach my pdf file to this post, so I will copy it below in addition to providing a link hosting the pdf.  The pdf can be found at: http://www.myhaikuclass.com/leanne.kozicki/pdffile

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As you begin to convert your traditional face-to-face class to a blended learning format, there are several items you should keep in mind.  In the rush of excitement to convert a class to an online format, the following should help ensure success in the process.

Pre-Planning

Designing a course for a blended learning environment, the first step is to determine what a face-to-face environment that an online environment doesn’t and vice versa.  Are there specific interactions, simulations, or activities that work better in one environment over the other?  This step will help you determine the content and structure of your blended learning class and what tools to use (Simonson et al, 2009; Cook & Dupras, 2004).

If your class is currently taught, you may have a good idea who your learners are and what their comfort level is with various technology-based tools.  If this is a new class, you may need to conduct a learner analysis to gauge their computer literacy and technology threshold.  It would be bad to plan on using complicated technology with all the bells and whistles when the target learners have rarely used a computer.

Once you have decided how to split the class into a face-to-face portion and an online portion, selected the technology tools to assist with the online delivery, the sequence of material should be planned.  Will each module be sequential?  Will the material be consistently presented?  For example, will the class always have a reading assignment, an online discussion, an in-person lecture, assignment, and then quiz?

Planning

After you’ve thought about technology use, course layout, and activities, you’ll need to start planning.  There are many factors to consider when planning for an online course and this by no means is a comprehensive guide.  Some items to keep in mind are:  an orientation needs to be developed, explanation of requirements for technology and participation, and ADA compliance (Gerson, 2000).

Learning techniques and styles that have proven to be adapted well to online environments include:  learner interaction, problem-based learning, self-directed learning, case-based learning, self-assessments, journals/portfolios, and feedback from peers and instructors (Cook & Dupras, 2004).  During your class conversion, determine which techniques and styles can be utilized and how to accomplish it.

Content

            As each module is broken down, an effective method to use is the E-CLASS model.  Each module should contain components to Explain, Clarify, Look, Act, Share, Self-Evaluate/Submit.  This method can be used to apply a consistent structure for each lesson or module taught (Gerson, 2000).

            If videos and other multimedia are to be used, plan to break the segments into duration of no longer than ten minutes. This will help keep students attention and allow them to process better.  If you wish to place instructional materials such as reading and textbooks online, try to keep the material in smaller chunks as well.  Learners may have to download more information, but they will be able to locate is quicker when the material is in smaller, more discrete bundles (Simonson et al, 2009). 

            Discussions online have proven to be a valuable tool in distance learning (Simonson et al., 2009; Tam, 2000; Huang, 2002).  As an instructor, you need to prepare clear discussion topics as well as criteria for participation and grading.  As a rule of thumb, learners should be expected to post their thoughts to the original discussion and respond to at least two other students posting.  As an instructor, you should be prepared to respond to approximately one in every four posts, selecting different students each discussion (Simonson et al., 2009).

Changing Role

As you transition to a blended-learning or online environment, you will learn that your role is also changing.  Learners will have the opportunity to elaborate and be more self-directed in the new environment.  Your role will be to guide and provide additional insight by asking questions or gently leading learners back to the purpose of the exercise (Simonson et al., 2009; Huang 2002; Tam, 2000).

Checklist for Online Classes

c  Technology requirements defined

c  ADA compliant

c  Active learning encouraged – learner interactions, self-directed, problem based, self-assessments, and/or reflections are included

c  Grading criteria is clearly defined and posted

c  Discussions are used as part of the learning

c  Participation criteria is defined and posted for discussions

c  Instructor can respond to one in every 4 discussion posts

c  Media is available in 10 minute lengths

c  Effective and varied use of media, including audio, graphics, and video

c  Modules follow the E-CLASS model:

§  Explain

§  Clarify

§  Look

§  Act

§  Share

§  Self Evaluate/Submit

References

Cook, D. A. and Dupras, D. M. (2004), A Practical Guide To Developing Effective Web-based Learning. Journal of General Internal Medicine, 19: 698–707. doi: 10.1111/j.1525-1497.2004.30029.x           

Huang, H. (2002). Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology, 33(1), 27-37. Retrieved from Academic Search Complete database.

Gerson, S. M. (2000). E-CLASS: Creating a Guide to Online Course Development for Distance Learning Faculty. Online Journal of Distance Learning Administration, 3(4), Retrieved from EBSCOhost.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson. 

Open Courseware (MIT)

For the past 6 or 7 years, I have periodically used MIT's OpenCourseWare (OCW) to enhance my knowledge about specific topics or gain a better understanding of how to present material to an audience.  MIT debuted the concept of Open Courses in 2002 and currently offer over 2000 courses online.  Course material such as lecture notes, presentations, references, assigned readings, practice problems, tests, video, and audio files are available to the general public for their benefit.  In general, as stated on their website, the materials are designed to support a "dynamic classroom interaction" and people viewing and working through the classes will not receive credit (MIT, 2010).  In general, my impression of material offered is an extension of face-to-face (F2F) materials as the website states, enabling an individual to refresh or expand their current knowledge of a subject. 

For this particular analysis, I took a closer look at a course entitled "Introduction to Lean Six Sigma Methods" which was originally conducted in 2008.  To provide full disclosure, I have previously worked with MIT's Lean Advancement Institute, including one of the instructors credited in the material.  The class provides video lectures available on YouTube and files available on iTunesU lasting approximately 30-45 minutes each,  lecture notes, exercises, and some supplemental materials. The course was analyzed against the following questions:

• Is the course designed for a distance learning environment?
• Are recommendations by Simonson, Smaldino, Albright & Zvacek followed?
• Are there activities that maximize learning?

Based on my observations of the class, in addition to the About OCW web page information, the course is not designed for a distance learning environment, Simonson et al's recommendations are not followed, but there are activities which maximize learning for the learner, although some activities are best performed simultaneously by a group of people.  Oblinger and Hawkins (2006) make the distinction of providing course content online and creating a learning environment online.  "Introduction to Lean Six Sigma" provides content but does not create a learning environment to foster communication and collaboration.   Oblinger and Hawkins also ask the question, "If a course is simply the equivalent of its content, why are courses not defined by books rather than classrooms and faculty?"  This is the case for "Introduction to Lean Six Sigma", where the content and F2F learner/instructor interactions are made available to view, but no interaction for the distance learner exists.  Simonson et al (2009) also echo the same sentiments about posting content and not providing an avenue for interactivity.  They provide a term that has evolved from merely posting content online and considering it a course:  shovelware.

Simonson et al also list several recommendations for creating and teaching online courses.  Many of these recommendations revolve around teacher-learner interaction by keeping learners informed, testing learner's knowledge, applying adult learning principles, and defining course outcomes.  "Introduction to Lean Six Sigma" does provide learning outcomes from the modules presented, but lacks the instructor-learner interaction described in the book Teaching and Learning at a Distance.  Due to these items, the class analyzed would fall into a Cycle 1 type course.  Cycle 1 courses are courses which include basic technologies such as PowerPoint and video-taped lectures (Simonson et al, 2009).

However, one of the strengths of the course, even though it is classified as Cycle 1, is the activities and supplemental material provided to distance learners.  These activities can enhance the learning and understanding of the topics presented.  The activities are a type of simulation that bring to life the concepts the instructors are speaking about.  Morrison, Ross, and Kemp (2007) state that simulations work well in small group formats and promote active learning.  Some of the activities presented in "Introduction to Lean Six Sigma" can be performed alone and promote the type of deep, active learning Morrison, Ross, and Kemp's work details.

Overall, the course provides useful information and can help an individual looking to gain more knowledge of lean six sigma.  Even though the course was not designed for online or distance learning, it can help a self-paced, inquisitive individual learn more about the topic.  Having personally been involved in teaching a derivative of the course, as well as a student myself, it is a great reference and memory jogger of the actual course.  My conclusion is that the online course should not replace the actual F2F course as it stands today.


References

MIT OpenCourseWare. (no date).  Retrieved December 5, 2010 from http://ocw.mit.edu/about/

Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing effective instruction (5th ed.). San Francisco: John Wiley and Sons, Inc.

Murman, E.,  McManus, H., Haggerty, A., and Weigel, A. (2008)  16.660 Introduction to Lean Six Sigma Methods, January IAP 2008. (Massachusetts Institute of Technology: MIT OpenCourseWare), Accessed 05 Dec, 2010 from:  http://ocw.mit.edu/courses/aeronautics-and-astronautics/16-660-introduction-to-lean-six-sigma-methods-january-iap-2008/ 

Oblinger, D. and Hawkins, B. (2006) The Myth About Online Course Development.  EDUCAUSE Review, vol. 41, no. 1 (January/February 2006): 14–15.  Retrieved December 4, 2010 from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume41/TheMythaboutOnlineCourseDevelo/158037

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.