Reflection on Distance Learning

Reflection on Distance Learning

Distance education is an innovative and creative way to distribute learning opportunities to a wide variety of students. Negative perceptions of distance learning is a problem that instructional designers must face when first implementing at-a-distance courses into an environment that has historically used face-to-face instructional techniques. I believe that some of the negative perceptions of online degree programs stem from the lack of positive and effective marketing by well-known universities. In a study Gambescia & Paolucci (2009) concluded, “The findings of our study clearly show that very few institutions are leveraging their existing traditional programs (faculty and curriculum) and standards (quality) when creating and delivering their equivalent online programs, opting to use “convenience” and “flexibility” more frequently to promote their online degree programs to prospective students” (under summary). Well-known universities do have online options, but because they tend to hide the fact, at-a-distance classes are not getting the respect that they could have if these well-known universities touted them as an important part of their program. Ultimately, the negative opinions of virtual schools create an atmosphere where instructional designers must prove that their programs are as, if not more, efficient and effective as traditional learning programs.

Perceptions of distance learning have changed over the past ten years; though, many detractors can still be found in all fields and all levels of our population. I can only imagine that online learning will gain an even stronger place in the market over the next 5- 10 years and then again in the following 10 -20 years. Primary and secondary school parents will be looking for an alternative to traditional education as over crowding and budget cuts affect their child's education. Turning to virtual school programs is one of those alternatives that is cost effective for the parent as well as the school district. Online degree programs will also be in more demand as an alternative to traditional brick and mortar universities. These programs give the student a flexibility of time and location of learning that is not found in face-to-face instruction. Simonson, Smaldino, Albright, & Zvacek (2009) assert “....students are increasingly demanding to be allowed to learn at a distance” (p. 5). As universities become more crowded and funding drops they will also be looking for other options for their students. Participating in the online learning community will enable the universities to meet the needs of more students and include students from all over the world. In the corporate world, the bottom line is return on investment. As technology becomes cheaper and easier to use, online training programs will replace face-to-face programs. With this demand and increase of use, the perception of distance learning can only improve. Siemens (2011) asserted that those who have little experience with distance learning were the ones who had the most negative opinion of distance education.

Instructional designers hold an important role in creating a positive perception of online education. To change the negative opinions, they must create strong programs that adhere to best practices and keep the needs of the learners and the instructional goals as the focus. National education standards must be kept and used as the basis of each course. Instructional designers must also be advocates for the online learning experience. Simonson et al.(2009) state, “Actually, the evidence is quite clear that students of all ages can learn from instruction delivered using technology, and that distance education works” (p. 8). This message must be delivered by instructional designers. They should share their ideas and observations with other educators and be open to new and innovative teaching techniques. Finally, this negative perception will be changed as long as instructional designers create quality programs each and every time.

As a teacher at a brick and mortar elementary school, I am already able to advocate change in a positive way. I teach my students how to effectively use online training material and to discern the good from the bad. I expose my students to various methods of online learning and how to conduct valid online research. I share with my colleagues online tools and classes that are directly relatable to the classroom. I mentor new teachers as they use the technology the school offers and am an advocate for online learning experiences. Teaching my students how to use the technology tools that are currently available and also how to figure it out themselves is the key for ensuring that they will be prepared for education in the future whether online or on-ground.

I believe that distance learning is the way of the future. Over the next 20 years, as technology advances, school funding gets cut, classrooms more crowded, and the cost of doing business rises, parents, students, and businesses will be looking for cost effective alternatives that distance education can provide. As long as quality distance programs are created, this increased use of at a distance education will in itself change the negative perceptions of distance education to positive.

References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Siemens, G. (2011). The Future of Distance Education. [video program]. Laureate Education, Inc.

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

Blended Learning Scenario

Converting an on-ground traditional training program to a hybrid program where learning is accomplished using a mixed format can present challenges to the instructional designer. A set of guidelines to ensure that best practices are followed when converting this program is beneficial. Best practices are those teaching strategies which meet the instructional goals in the most efficient and effective way. Simonson, Smaldino, Albright & Zvacek (2009) state, “One key to effective distance education is correct instructional design, a systematic process that applies research-based principles to educational practice” (p.146). In this scenario a designer has decided to incorporate distance learning activities into an already existing face-to-face training program. The existing program has proven ineffective in encouraging productive communication between the participants. The designer would like to encourage more interaction between the students and between the students and their facilitator using online tools. The following guidelines, based on the Unit-Module-Topic (UMT) design model (Simonson et al., 2009) and the ADDIE model, may be used as a guide to ensure best practices are met.

Blended Learning Guidelines

MIT OpenCourseWare

“One key to effective distance education is correct instructional design, a systematic process that applies research-based principles to educational practice. If the design is effective, instruction will also be effective” (Simonson, Smaldino, Albright, Zvacek, 2009, p. 146).

Massachusetts Institute of Technology (MIT) has created a series of five free online classes that are available through their OpenCourseWare (OCW) program. http://ocw.mit.edu/index.htm These courses are focused on meeting the needs of independent study students who would otherwise not have access these classes. OCW plans to create a total of 20 free online courses over the next three years. The courses are fully supported with video and simulations and do not require the students to obtain any additional resources. They are focused on freshman level foundational classes, and the first five courses cover the first year subjects of physics, calculus, and chemistry. In reference to the purpose of this program, Professor Shigeru Miyagaw states on the OCW website, “The site was originally envisioned as a set of resources for other educators to use in their classrooms. We didn’t consider OCW a distance learning program - and we still don’t - but we do feel we identified an unmet demand for independent learning opportunities, and that’s what OCW Scholar seeks to address” (2011).

These initial five courses are content based but do not allow interaction with MIT professors or students and do not offer certification or college credit. Students do have access to cohort groups which allow students to collaborate and support each other as they move through the courses. This program allows students to have access to MIT classes and resources that would otherwise be only available to enrolled students. The courses include lecture videos, course notes, class slides, homework problems, concept tests, homework help videos, links to related websites, and access to an online study group. Physics 1: Classical Mechanics is the first course in the series and is equivalent to a freshman year first semester college class. It contains the classical mechanics concepts of Newtonian mechanics, fluid mechanics, and kinetic gas theory (Dourmashkin et al., 2011).The course utilizes sequential modules to teach the material. It is a self paced independent study class that does not culminate in certification or college credit.

Physics 1: Classical Mechanics starts with a multi-tabbed syllabus page. Here, students can discover the course prerequisites, goals, format, technical requirements, as well as, an overview of the standard content of each module, textbook information, and a link to the study group. Each module of the course contains learning objectives, a resource list, lecture video, learning activities including guided practice and self-assessment, and a list of additional related resources. Content media is delivered through lecture videos, powerpoint presentations, problem solving video podcasts, and lecture slides in pdf format. The course ends with a feedback form asking students to evaluate the effectiveness of the course and suggestions for improvement.

Though Physics 1: Classical Mechanics is not meant to be a distance learning course, it meets the requirements laid out by Simonson et al. of a distance course. Simonson et al (2009) assert that instructional designers must know the attributes of the learners, understand the essential content, decide on the appropriate teaching strategies and media, and factor in the learning environment. I believe that OCW carefully considered each of these factors when creating this class. The only facet missing is the interaction with the professor. Instead, feedback comes from self-assessments and interaction comes through the online study group. Simonson et al. assert “Interaction must be maximized, the visual potential of the medium must be explored and time constraints must be addressed” (2009, p. 128). The concern that the professor would not be available to the students was answered through enhanced resources, the creation of study groups, and specific instruction video podcasts. Additionally, the course is very well organized, offers course content through a variety of media, allows students to practice and then assess their learning, and offers many additional resources.

Simonson et al assert,”However, teaching at a distance, whether synchronous or asynchronous, requires that greater emphasis be placed on the initial planning phase” (2009, p.125). I believe that this course was very well planned. The modules are laid out in a sequential manner and thought is put into the student orientation at the beginning of the class. “In revising traditional classroom materials, consider ways to illustrate key concepts, or topics, using tables, figures, and other visual representations” (Simonson et al., 2009, p. 127). The foundation for this course is the actual face to face course taught at MIT. The designers had to revise the material in such a way that it is equally effective in the distance world. They were able to maximize active learning by giving students the ability to collaborate with other students, complete assigned tasks, and control the pace of content delivery.

Finally, Simonson suggests that, “In the instructional design process, formative evaluation becomes an important aspect” (2010, p. 138). The OCW instructional designers included two ways to evaluate the effectiveness of the program. First, students are given opportunities to self-assess their understanding of the concepts in each module. Secondly, students are asked to evaluate the course through an online feedback form. “The process of determining what has transpired and how to change it creates a dynamic educational experience for both the instructor and the learners” (2010, p. 139). This class was well-planned, well-organized, and well-written as one would expect from MIT.

Dourmashkin, P., Greytak, T., Lewin, W., Litster, D., Murthy, S., Neely, A., Srafuss, M., & Watkins, C. Physics 1:Classical Mechanics. [Massachusetts Institute of Technology: MIT OpenCouseWare]. License: Creative Commons BY-NC-SA. Retrieved February 6, 2011 from http://ocw.mit.edu/courses/physics/8-01sc-physics-i-classical-mechanics-fall-2010/

Miyagawa, S.(2011). MIT OpenCourseWare Announces New Course Materials to Support Independent Learners. [webarticle] Retrieved February 6, 2011 from http://ocw.mit.edu/about/media-coverage/press-releases/ocw-scholar/?utm_source=Featured-Course_1-12-11

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