Category Archives: Distance_Learning

It has now become possible for people across continents to access teaching and learning regardless of geographical boundaries. This is made possible by various technologies and theories founded on research. I hope to be sharing my reflections on the impact and related issues of Distance learning

Reflections on Distance Learning

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I come from a developing country with an adult literacy rate of 71.5% as at 2012 (unicef) and an Internet penetration rate of 40.7% as at November 2013 (Kunateh). Thanks to major advances in Internet technologies and some forward thinking institutions I am able to access a program of my choice which is not readily available in the traditional universities in my country assuming I had the luxury of taking time off work to pursue my education full-time. As rightly put by Dr. Siemens, a few years ago the thought of holding web conferences and accessing instant messaging platforms was considered as not easily accessible if not impossible but all of that has changed now.

 

Distance learning is still finding its place especially in places like Ghana where most distance learning is defined not as by distance between learners and the use of technology (Simonson, n.d.), but simply as a means of replicating on-campus learning experiences at another physical site which is at a distance from the main campus. As rightly put by Dr. Siemens, as people become more comfortable as digital natives and immigrants in the online environment, the thought of studying online will not be something akin to a repulsive thought. I think that as people appreciate the benefits of being able to communicate with a diverse group of persons who can bring depth and breadth to discussions, the richness of an online learning experience will be appreciated.

 

There are other aspects of changing perceptions, which can only be done by graduates of online learning, and instructional designers like myself. Although “students perceive that Online Learning has a significant relative advantage to traditional methodologies” (O’Malley and McCraw, 1999) a poorly designed online learning experience can create a negative perception. Instructional designers must apply sound theory and employ the appropriate tools and learning objects in meeting an online learning need. Having had my first experience of using various tools to model a distance learning experience, I learnt some very important lessons. Working together with my possible clients, I will continually seek to apply my learning and experience in building confidence in the benefits of Online Learning.

 

Distance learning has a great future with the benefits it brings including flexibility and access. Even with very poor quality courses and oversubscribed programmes, enrolment continues to rise. I personally think that some accreditation is needed to standardize quality and to guide the design and development of distance learning experience. I think knowing the theory and knowing that they have to be applied is great but a collective effort is needed to ensure quality. Distance learning will not varnish like some innovations. It is here to stay be it fully online or applied in a blended experience.

 

Reference:

Kunateh, M. A. (2013, November 8). Ghana’s Internet Penetration Inches To 40.7%. The Chronicle. Retrieved

April 27, 2015, from http://thechronicle.com.gh/ghanas-internet-penetration-inches-to-40-7-2/

 

O’Malley, J., & McCraw, H. Students Perceptions of Distance Learning, Online Learning and the Traditional

Classroom. Online Journal of Distance Learning Administration, II(IV). Retrieved April 27, 2015,

from http://www.westga.edu/~distance/omalley24.html

 

Simonson, M (n.d.). Distance Education: The Next Generation [Online video]. Walden University. Retrieved

January 6, 2013

 

unicef. (2013, December). Statistics. Retrieved April 27, 2015, from

http://www.unicef.org/infobycountry/ghana_statistics.html

 

Converting to a Distance Learning Format

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bestpracticebannerMore institutions are looking at providing an online learning experience for the numerous people who seek higher education and all of this is made possible by the advances in technology. What this means is that a lot of already existing syllabi are being converted into online learning experiences. Using the following scenario as a case in point, an attempt has been made to share a best practices guide:-

“A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.”

Download Best Practice – Converting to DL Format

The guide focuses on:-

  • Pre-planning Strategies for converting your program
  • Choosing what can be enhanced in a distance learning format
  • Playing a different role in distance-learning
  • Steps to encourage the trainees to communicate online

 

Selecting Distance Learning Technologies

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Selecting Distance Learning Technologies

Technological innovations have played a significant role in the evolution of distance education and influence the design of distance education worldwide (Technology of Distance Education). The selection of technologies, which are appropriate for online instruction according to Simonson, Smaldino, Albright, and Zvacek, should be guided by the following: –

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i. Assessing available instructional technologies
ii. Determining the learning outcomes
iii. Identifying learning experiences and matching them to the most appropriate technology
iv. Preparing the learning experiences for online delivery.” (2012, pp. 115-120)
These guidelines have informed my selection of technologies for my chosen scenario.
My chosen scenario is “A high school history teacher, located on the west coast of the United States, wants to showcase to her students new exhibits being held at two prominent New York City museums. The teacher wants her students to take a “tour” of the museums and be able to interact with the museum curators, as well as see the artwork on display. Afterward, the teacher would like to choose two pieces of artwork from each exhibit and have the students participate in a group critique of the individual work of art. As a novice of distance learning and distance learning technologies, the teacher turned to the school district’s instructional designer for assistance. In the role of the instructional designer, what distance learning technologies would you suggest the teacher use to provide the best learning experience for her students?”

The top two technologies, which will be useful for this setting, would be the use of media-sharing sites and discussion technologies. The assumption here is that students will take a virtual tour of the museum, which is independently provided by the museum. A web conferencing tool like WebEx can be utilized to first of all take a tour and also interact with the curators, however, in the absence of that media-sharing sites can be used to view the art pieces and then students can comment on the pieces as appropriate.

The use of a media-sharing site such as VoiceThread which allows subscribers to “Upload, share and discuss documents, presentations, images, audio files and videos” (VoiceThread) will be useful in having students critique art either in groups or individually. The students are bound to find this interactive and engage with their learning since they would have an integration of both “visual and verbal modes of learning together” (Laureate, 2012). Using VoiceThread, both the teacher and students obtain feedback and are able to respond to other student’s critique. “ In one recent evaluation at Sierra College, where VoiceThread was used in distance learning courses in art appreciation and art history, stu¬dents noted that the tool helped establish a sense of community and reinforced the impression that the instructor was involved in their learning process.” (7 things you should know about VoiceThread, 2009, p. 1)

A discussion board can also be employed, however, if a technology exist which provides a convergence of media sharing and discussions, I would think that is the best way to go. I am of the view that any tool, which is a convergence of many tools, is better than having to complete tasks in separate locations.

Reference:
7 things you should know about VoiceThread. (2009, June). In Educause Learning Initiative. Retrieved July 20, 2013, from http://net.educause.edu/ir/library/pdf/ELI7050.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

The Technology of Distance Education [Online video]. Walden University. Retrieved from https://class.waldenu.edu/webapps/blackboard/content/listContent.jsp?course_id=_7699855_1&content_id=_25321144_1

VoiceThread. (n.d.). Communicate, Collaborate and Connect. In VoiceThread. Retrieved from https://voicethread.com/about/features/