The future of distance learning December 27, 2010

The future of distance learning looks bright if developed in the right way.  Distance learning has come to mean many things over the years.  Beginning with correspondence courses, to local institutions sending an instructor to a distance location from main campus to providing all instructions and interaction via the World Wide Web.  The current definition includes physical separation of instructor and students and the use of technological delivery system.  Over the past ten years or so, learning programs have popped up all over the internet.  The question that is currently being debated is will “virtual colleges and universities” eventually replace traditional learning institutions.  I do not think so.  Although studies have shown that students prefer to learn in a classroom, they are demanding to be permitted to learn at a distance (Simonson, Smaldino, Albright, & Zvacek (2009).  Therefore, as the scope of distance learning expands, among the major players impacting growth are subject matter, technology, and distance education students.

 

The many reasons why individuals now pursuit distance education will continue to be reasons in the future.  Working adults seeking degrees or specialize training, homebound students or other shut-ins made up the majority of distance learners who were not able to attend a traditional classroom setting.  Other reasons include convenience, personal constraints prohibiting regular classroom attendance, flexibility of time to receive instruction, distance to campus and cost-savings.  However, there will always be a need for brick and mortar learning institutions as online learning is not for everyone.   There are topics that cannot totally be taught through a distance learning environment.  For example, some medical or nursing topics require onsite training labs to learn certain skills.  What is a better solution is blended or hybrid courses.  Blended/Hybrid courses meet both on campus and online.  It combines face-to-face instruction with computer-mediated instruction.   The purpose is to provide realistic practical opportunities for learners and teachers to make learning independent, useful, sustainable and ever growing (Wikipedia, 2010).

 

Technology is not only changing learning and teaching but it is providing new ways to teach and learn.  Telecommunication systems, such as broadcast television (including cable), or electronically stored media like video, audio and computer software, are among the technologies that has made developing and delivery training to a large number of students cost-effective.  However, one factor that will need to be addressed and monitored is student access to technology.  The higher or more exotic the technology, the less likely low-income, minority and underrepresented students will have access to the technology or have the technological experience necessary to take advantage of distance education courses  (Valentine).  For example, virtual schools where computer-generated avatars stand in for students that participate in the class.

 

One of the greatest challenges to distance education programs is those faculties who are uncomfortable and reluctant to embrace technology in teaching.  Many instructors are concern about their role in online education and are unaware of how to adapt their teaching method to distance learning format.  As older instructors retire and new more technologically literate younger instructors replace them, expect to see more of an acceptance toward online courses.   

 

There will be continuing growth in distance education programs.  The future of distance learning will depend on the continuing development of new technologies and the ease at which these technologies can be adapted to learning situations.  Student access and faculty embracement of this technology will definitely impact the path of distance learning.

 

References:

 

Blended learning. (2010, December 24). In Wikipedia, The Free Encyclopedia. Retrieved 05:08, December 27, 2010, from http://en.wikipedia.org/w/index.php?title=Blended_learning&oldid=404097504

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

Valentine, D. (n.d.). Distance Learning: Promises, Problems, and Possibilites. Retrieved 12 25, 2010, from Distance Learning: Promises, Problems, and Possibilites: http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

Converting to a Distance Learning Format December 21, 2010

As more organizations look for more economical and effiicient ways to provide training, distance learning is becoming an  option worth exploring.  However, simply taking a face-to-face training presentation and transfer the course handouts and selected discussion topics to  a CMS is not teaching online.  When converting to a distance learning format, it is important to remember the learner is the crucial member of the distance learning system.   There is quite a bit of pre-planning that must take place in order for distance learning to be successful.   The role of the instructor will change to one of a facilitator who develops, monitor and continue discussions/communication among the learners.  In order words, create a community of learners.  It is the role of the instructor to clarify the expectations for communication.  It is the learner responsibility to share knowledge with the other learners.

A7DavisG

Open Source Instruction: Introduction of Human Nutrition December 6, 2010

The Open Course I chose was the “Introduction to Human Nutrition (2007)” taught by Nancy Amy of UC Berkeley. This 22 episodes webcast course can be viewed via a video and it can be listen to by podcast. The goal of the course is to assist consumer be intelligent about food and health. The course description stated the course provides an overview of digestion and metabolism of nutrients. Foods are discussed as a source of nutrients. Evidence is reviewed as to the effects of nutrition on health. The emphasis of the course is on issues of current interest and on worldwide problems of food and nutrition. The 22 podcasts covered topics such as “Nutrient Needs, Digestions, Carbohydrates, Lipids (fat), Protein, Energy Metabolism and Balance, Obesity, Eating Disorders, Water, etc. The course contained links for iTunes and Feed. The feed link took you to the listed topics. Although the page indicated updates will be automatically downloaded to the subscriber’s computer, there were no updates from the original course. Accessing the video course requires the learner to have “RealPlayer.” Accessing the podcast requires the learner to have iTunes 10. If the learner computer system does not have the either version of required software, the access buttons sent the learner to free download links. Essential this course is a series of traditional classroom lectures that were filmed then archived. In 2007, this allowed students who for whatever reason could not attend class or who wanted to review classes before exams could do so. Simonson & et al, (2009) referencing Zemsky and Massy’s (2004) found the application of technology in on-and off campus instructions has adoption cycles. The instructor introduced basic-level technologies into this course such as e-mail, website for the syllabus/future lectures and used PowerPoint slides with graphics, words and animation. Podcasting the lectures was a great option for listening to the material in lieu of viewing the accompanying visual. This is reflective of Zemsky and Massy’s e-learning adoption cycles 1, 2, and 3 (2004). However, since the course was presented in 2007, anyone viewing the course as an open source found there were no links to the syllabus, any handouts, or the PowerPoint slides. At the time of the course, the students had the option to e-mail the instructor about any questions. Neither this option nor an alternative such as blog, comment or wiki is available now. Overall, this course was not reconfigured for distance learning. Simonson & et al (2009) commented that many faculties do little more than transfer course handouts and selected discussion to the CMS. This course did not do this. The lectures were not edited to take out the references to the 2007 classroom assignments, exams or etc. This course did not have any online activities that had a specific pedagogical or course management purposes. There was no hot links to relevant online resources, identified readings and other preparatory activities. Simonson & et al, stated, the first step in transforming a course is to think about the course outcomes. What knowledge, skills and feelings does the instructor want the students to gain in the course (2009)? While the learning goal remained the same (to assist consumer be intelligent about food and health), the instructor could have done a better job of redesigning the course so that it could incorporate principles of self-directed adult learning. The instructor should have incorporated learning activities customized for an open course environment rather than keeping the lectures as is for traditional college-age students.

References:

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

 http://webcast.berkeley.edu/course_details.php?seriesid=1906978374#17194