Distance Learning - Reflection

Introduction

Distance learning is slowly gaining more acceptance and being taken seriously as a credible learning option, but does not compare to traditional schools according to some “Right now, pound for pound, I don’t think it carries the same weight,” says Warren Arbogast, a higher education and technology consultant, when asked about an online degree vs. a degree from a traditional college” (Tahmincioglu, 2008).  The article goes on to discuss how institutions of the past have tarnished the reputation by offering degrees through “diploma mill” type operations.  This is obviously still an ongoing discussion but as mentioned I think acceptance is growing and will continue to grow.

What do you think the perceptions of distance learning will be in the future (in 5–10 years; 10–20 years)?

I think as more people become aware of what distance learning really involves, acceptance will continue to grow and perceptions will change for the better.  People need to realize that distance learning involves the same national and regional accreditations as traditional on campus learning, are from reputable institutions, and that the goals and objectives for a degree will be the same whether taken online or on campus. 

According to a video by George Siemens there will be growing acceptance as people gain more experiences with communicating using new technologies (Siemens, 2010 ).  He goes on to explain the experience will help people to realize the collaboration opportunities with colleagues and experts from around the world.  This type of accessibility is possible using the internet and web applications.  The impact this has on learning is highly effective, learners will have the opportunity to interact and learn from anyone no matter where they are, and this will continue to gain appreciation. 

How can you as an instructional designer be a proponent for improving societal perceptions of distance learning?

As an instructional designer I need to find ways to design instruction that encompasses the right mix of media and content to meet learning objectives and goals.  The instruction must engage learners through activities and discussions to provoke critical thinking.  Showing the learning community how distance learning can improve and promote a deeper understanding of subject matter through effective design so learners obtain the most optimal outcome, will result in contributing to a wider acceptance of distance learning.  

How will you be a positive force for continuous improvement in the field of distance education?

I think to always look for continuous improvement and to remain open minded to new ideas and ways of learning is important.  Things do not remain constant, technology is ever evolving and we need to remain up to speed with the changes.  That is not to say that technology is the most important factor to consider in distance education, I understand it is not.  A complete analysis should always be conducted to understand learning objectives and your learners, that to me is the  most important factor.  A thorough analysis will guide delivery methods and technology uses.  And remaining current with trends in education, technology, learning theories, and models will help in developing effective instruction. 

References

Siemens, G. (2010). The Future of Distance Education [Video]: Laureate Education, Inc.

Tahmincioglu, E. (2008). Online colleges earning respect - to a degree, from http://www.msnbc.msn.com/id/26458424/ns/business-careers/t/online-colleges-earning-respect-degree/#.T5AernhdBok

Converting to a Distance Learning Format

The below PDF document discusses considerations in designing an online course that was traditionally a face-to-face course.  It is understood that modifications do have to be made so the online learner remains engaged and motivated from a distance.  The following concerns are addressed:  
What are some of the pre-planning strategies the trainer needs to consider before converting his program?
What aspects of his original training program could be enhanced in the distance learning format?
How will his role, as trainer, change in a distance learning environment?
What steps should the trainer take to encourage the trainees to communicate online?

The Impact of Open Source

What is Open Source?

In education open source software is used to design and present online courses for learners participating in distance and hybrid or blended learning.  The courses are created using course management systems (CMS) also known as learning management systems (LMS).  Using open source CMS instructional designers and educators can customize and create courses for their schools without paying for code and in many cases without paying for licensing. This means they administer the systems and are responsible for all aspects of building and maintaining the courses, so there are still operational costs associated.

Review of a Free Open Source Course

The course reviewed is HIST251: Early modern England: politics, religion, and society under the Tudors and Stuarts from Open Yale Courses at Yale University.  The course can be accessed at http://oyc.yale.edu/history/hist-251.

The subject is of particular interest so motivation to take this course was high. Upon landing at the home page of this course there are headings that link to the syllabus and to session information.  There is information on the instructor and also a link to download the course material.  

Does the course appear to be designed for a distance learning environment?

In my opinion this course was not designed for distance learning.  For all of the sessions I reviewed the camera remains static and focused on the instructor while he delivers lectures, apart from the few times he refers to the blackboard. I did not at any point see or hear the audience engage in discussions with him.  In fact my motivation to continue quickly dissipated due to the lack of activity, there is only so many hours I can keep listening to lectures and watch the instructor without any type of engagement. When designing for distance learners it is important to keep the learners engaged and actively involved, according to the book Teaching and Learning at a Distance on planning for instruction at a distance “The focus of the instruction shifts to visual presentations, engaged learners, and careful timing of presentations of information” (Simsonson, Smaldino, Albright, & Zvacek, 2012).  None of this was incorporated in this course, it is apparent to me this was originally a face-to-face course and the lectures were captured on video and placed online without any modification for the distance learner. 

Does the course follow recommendations for online instruction?

When designing for the online learner certain factors have to be considered.  Information that should be part of the planning process as defined by Simonson et al. (2012) are;

Who are the Learners? - understand their abilities and backgrounds so interactivity is not a problem.

What is the Learning Environment - design so learners can navigate easily and follow activities, and so they know how to access resources when problems arise.

What is the Essential Content? - understand and create objectives according to goals, then structure in a logical sequence so learners can continue to relate and construct knowledge as sessions progress. 

Determine Teaching Strategies and Media - Refer to the goals identified and learner abilities to select appropriate media that will ensure learner engagement and involvement.  

The course does not follow the above suggestions in planning for distance learning. Of major importance is of course the learner and emphasis is on ways to keep them engaged in the content.  The instructor in this open source course does not engage learners, instead he teaches via lectures.  Lecturing is considered “teacher-centered” rather than “student-centered”, according to Simonson et al (2012) this is not suitable for online learning and does not promote the type of collaboration and interaction required for the online learner. 

References

Simsonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance (Fifth ed.). Boston, MA: Pearson Education, Inc.