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. 

Distance Learning

Distance learning is gaining popularity in today's world, whether it be within companies or within educational institutions.  But what is distance learning and how is it defined?  To me, distance learning is the process used to acquire knowledge from a reputed organization, institution, or instructor where the learner and instructor are geographically separated.  The process involves interaction, including feedback from both the learner and instructor.  I do not feel like correspondence or self-paced study truly fit my idea of distance learning because, in my mind at least, there is little interaction between the learner and instructor.  In these types of learning environments, I primarily see the instructor's role as grading assignments and tests and not as helping to transfer knowledge between the two parties.  In Teaching and learning at a distance: Foundations of distance education (2009), the authors define distance learning as "institution-based, formal education where the learning group is separated and where interactive telecommunication systems are used to connect learners, resources, and instructors (p.32)."  What stands out to me is the specific inclusion of interactive telecommunication systems within the definition.  I believe the authors' definition, as well as a revised copy of my own, is independent of industry, profession, or technical knowledge of an individual.

Having experienced several types of distance learning, I find many fit the evolution of distance learning as documented by researchers and individuals in the instructional design (ID) fields.  Correspondence, or self-paced study, are purported to be over 100 years old (Simonson et al, 2009; Imel, S., 1998; Sherry, L., 1995) and are recognized to be the first forms of distance learning.  I had previously been enrolled in a self-paced study class where I was given the materials to learn on my own.  There was no interaction with the instructor or other students regarding the learning aspect.  The instructor's role was to grade my exams, not to teach, share knowledge, or provide feedback.  This was my least favorite type of learning, mainly because there was no interaction with anyone.  I had to hire a local tutor to help answer my questions and draw connections to real life examples.  The fact that it was a differential equations class didn't help either.

The next distance learning class I experienced was a taped lecture, similar to what broadcast television offered in the 1950's (Simonson et al, 2009).  This time, I was in the class that was taped and the tapes were mailed to a sister school, approximately 500 miles away.  I remember being glad I was in the class that was taped and not viewing the tapes.  Questions I had were answered in real time, material was clarified when needed, and we were able to review homework problems that specifically gave us difficulty in class.  I recall feeling a bit sorry for the remote students not being able to engage with the instructor as were able to to.

Most recently, I have been enrolled in a distance learning university.  While the concept seems new, distance teaching universities have been around since the 1960's and 70's (Simonson et al, 2009).  The program I am enrolled in takes advantage of technological advances such as two-way communication and media programs which are streamed on demand.  The use of technology in learning has been slowly evolving, with the largest explosion occurring in the late 1980's and 1990's (Imel, S.,  1998; Sherry, L., 1995).  I have learned the most from courses closely fitting my above description.  These classes used technology such as discussion boards, email, and Web 2.0 tools and required learners to collaborate on projects.  Instructors provided quick feedback regarding learner's work, within a day or two.  With the use of technology, learner's have an experience more closely related to traditional, face-to-face (F2F) learning.

The future of distance learning will continue to evolve as technology evolves.  I echo Imel's (1998) sentiments that distance learning will offer more rich interactions, mimicking interactions found in face-to-face learning environments.  While the methods used in distance classes will be different than F2F classes, the goals and objectives for learning will remain the same.  Moller, Forshay & Huett (2008) mention the move to a blended learning environment, where distance education and traditional F2F components will become more popular in the future.  I have already begun to see this at some universities, colleges, and high schools.

Overall, the future changes and possibilities to distance learning will be tied into technology advances.  I cannot begin to predict what that will look like, much like no one knew in 1950 how we would be capable of learning from a distance in 2010.  The trend we are currently seeing with more acceptance and popularity of distance learning will continue to increase.  Distance learning will not replace F2F classes, but will augment and complement traditional classes.  The future I envision and direction we seem to be headed fits my personal definition of distance learning.  My revised definition of distance learning is: distance learning is the process used to acquire knowledge from a reputed organization, institution, or instructor where the learner and instructor are geographically separated and uses technology and telecommunication for interaction, including feedback from both the learner and instructor. 

Elements of Effective Distance Learning

References

Imel, S. (1998). Distance Learning. Myths and Realities. Retrieved from ERIC database.

Moller, L., Foshay, W., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0.

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.