“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.
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