Perceptions of Distance Learning

Perceptions of Distance Learning

Mention "distance learning" and certain perceptions are likely to appear. Sometimes these perceptions are critical and sometimes they are supportive. Identifying these perceptions is important so that they can be dealt with and understood. Instructional designers should serve as advocates for the proper development and use of distance learning as an equivalent alternative to traditional, face-to-face learning. According to Simonson, Smaldino, Albright, and Zvacek, "distance education specialists should strive to understand technology and technological approaches that make the experiences of distant and local learners positive and equivalent" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 28).

Perceptions of Distance Learning Now and in the Future

The perceptions and beliefs that one has regarding any topic should be given consideration when evaluating that topic. Mark Twain is quoted as saying, "It is just like man's vanity and impertinence to call an animal dumb just because it is dumb to his dull perceptions" (Twain, n.d.). In the case of distance learning, there are currently held perceptions that may be influenced by a variety of factors. According to Simonson et al., "An environment in which technology, society, economics, politics, and theories of learning are all in transition suggests that definitions, theories, and the practice of distance education will continue to be contested" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 59).

Current Perceptions

When considering current perceptions, there are those who are critical and those who are supportive of distance learning. Critics of distance learning question its effectiveness when compared to traditional learning. Simonson et al. (2012), referred to a number of studies (Anglin and Morrison, 2000; Cavanaugh, Gillan, Kromey, Hess, and Blomeyer, 2004; Hanson, Maushak, Schlosser, Anderson, and Sorenson, 1997; Simonson, 2002) when stating, "As a matter of fact, it is very clear that instruction delivered to distant learners is effective and that learning outcomes can be successfully attained when offered to students at a distance" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 7). Others have expressed skepticism as to whether the quality of distance education is equivalent to that of traditional education. Certainly, the popularity of "diploma mills" did little to alleviate this concern. By seeking and gaining accreditation, distance education programs can help reduce this concern. According to Simonson et al. , "Probably the most important form of accreditation, which involves in-depth scrutiny of a school or college’s entire program by outside evaluators, comes from regional accrediting agencies" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 19). While there are certainly critics, there are also advocates of distance learning.

According to the Sloan Report (2010), "After remaining steady for a number of years, the proportion of chief academic officers saying that online education is critical to their long-term strategy took an upward turn in 2010" (Allen & Seaman, 2010, p. 2). This is a clear indication of support for distance learning in the area of higher education. Additionally, many academic leaders indicate that there is equivalency available in online learning. Again, the Sloan Report (2010) indicated, "Over three-quarters of academic leaders at public institutions report that online is as good as or better than face-to-face instruction (compared to only 55.4% of private nonprofits and 67.0% of for-profits)" (Allen & Seaman, 2010, p. 3). The central theme that seems to emerge is that distance learning can be as good as traditional, face-to-face learning provided that "academic fidelity" (Gambescia & Paolucci, 2009) and equivalency (Simonson et al., 2012) are maintained. Simonson et al. (2012) referred to Simonson and Schlosser (1999) when stating, "If the distance education course is effectively designed and equivalent experiences are available, then potential learners will reach the course’s instructional objectives" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 52). Even so, the importance of equivalency and academic fidelity may not be emphasized as much as other attributes such as convenience and flexibility. According to a study by Gambescia and Paolucci, "academic administrators may want to consider the extent to which academic fidelity attributes are used to promote their online degree programs and the rationale for why other attributes are much more prominent" (Gambescia & Paolucci, 2009, n.p.). With such strong evidence supporting the effectiveness of distance learning, the future perceptions are quite interesting.

Future Perceptions

The future perceptions of distance learning appear to be headed towards more widespread acceptance of distance learning as a viable and more recognized medium. George Siemens (Laureate Education, Inc., 2010) indicated that one unique aspect of distance education over the last few years has been its growing acceptance in society. This acceptance should lead to even higher enrollments and increased technological innovations. As technology related communication becomes more prevalent, it will become easier to deliver and partake in distance learning. Additionally, Siemens (Laureate Education, Inc., 2010) indicated a shift toward the "triple helix model of education" where universities, government, and businesses work together to provide and equip students for distance learning. Again, this will help to spread distance learning to areas in which it was previously less prevalent. Siemens (Laureate Education, Inc., 2010) also indicated a growing perception that the future of distance education will be more globally diverse allowing participation in discussions beyond the geographical confines of the traditional classroom. As distance learning becomes more accepted, the increase in the number of students with strong technology related backgrounds will require careful consideration regarding the design and technologies used in distance learning courses. When referring to "neomillennial learning styles" Dede indicated, "Increasingly people want educational products and services tailored to their individual needs rather than one-size-fits-all courses of fixed length, content, and pedagogy" (Dede, 2005, p. 8). Finally, the Sloan Report (2010) indicates, "There is no compelling evidence that the continued robust growth in online enrollments is at its end" (Allen & Seaman, 2010, p. 4). Indeed, it seems the future of distance learning looks quite promising. To help achieve this promising future, instructional designers need to play a role in improving the perceptions of distance learning.

Instructional Designers as Proponents for Improving Perceptions

In order to improve the perceptions of distance learning, it is necessary to overcome the objections by providing high-quality instructional designs. According to Moller, Foshay, and Huett, "The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning process" (Moller, Foshay, & Huett, 2008, p. 70). One way instructional designers can assure the professional design of courses is to use a systematic design process such as ADDIE. Morrison, Ross, Kalman, and Kemp indicate, "Knowing the basic principles of instructional design can help to ensure that what is produced serves a necessary purpose, meets the needs of students, is attractive and well organized, is delivered in an appropriate mode, and is continually evaluated and improved" (Morrison, Ross, Kalman, & Kemp, 2011, p. 5). Another way instructional designers can serve as proponents to improve perceptions of distance learning is by carefully considering the appropriate learning theory to apply to the situation. During the analysis phase of the process, information should be gathered to assist the instructional designer in understanding the intended audience and objectives. The theory used should relate to the needs of the situation. According to Simonson et al., "Theory is important to the study of distance education because it directly impacts the practice of the field" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 41). Once a learning theory is decided upon, the activities and structure of the course should be designed based on that theory. Simonson et al. stated, "teaching at a distance, whether synchronous or asynchronous, requires that greater emphasis be placed on the initial planning phase" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 151). By taking the necessary time to systematically design instruction with proper activities and outcomes based on solid learning theory, the instructional designer can produce high-quality material. Just as Moller, Foshay, and Huett indicated, "Poor quality hurts everyone involved in e-learning" (Moller, Foshay, & Huett, 2008, p. 71), it stands to reason that high-quality material will be of benefit to everyone and improve perceptions.

A Positive Force for Continuous Improvement in Distance Education

To be a positive force for continuous improvement in the field of distance education, the instructional designer should strive to make continuous improvements in his or her work. One important factor is to continue to seek training in the field. According to Huett, Moller, Foshay, and Coleman, "There is a strong need for instructional designers, specifically trained in distance education technologies and design, who are ready to tackle distance education challenges at all levels" (Huett, Moller, Foshay, & Coleman, p. 65). Additionally, by providing high-quality products the instructional designer can help to bridge the comfort gap described by Siemens (Laureate Education, Inc., 2010). By assuring the designs are high quality, the learners can have a positive experience in the distance learning environment and will, as indicated by Siemens (Laureate Education, Inc., 2010), naturally take to it.

Conclusions

While some may have less than admirable perceptions toward distance learning, there appears to be positive change on the horizon. As evidenced by information in the Sloan Report (Allen & Seaman, 2010) and Siemens (Laureate Education, Inc., 2010), the continued growth of distance learning is likely, and society, as a whole, is moving toward a growing acceptance of distance learning as a valid educational experience. For instructional designers the challenge is to continue to produce high-quality products based on sound learning theory. Finally, to be a positive force for continuous improvement in the field of distance education, instructional designers should continue to seek training in the field in order to keep up with best practices. In order to improve perceptions it is important to remember that, "Ultimately, what wins adherents to instructional design is the quality of your work" (Cennamo & Kalk, 2005, p. 283).

References:

Allen, I. E., & Seaman, J. (2010). Class differences: Online education in the United States, 2010. Babson Survey Research Group:. Sloan Consortium.

Cennamo, K., & Kalk, D. (2005). Real world instructional design. Canada: Wadsworth.

Dede, C. (2005). Planning for neomillennial learning styles. Educause Quarterly , 28 (1), 7-12.

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 April 16, 2012 from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html).

Huett, J., Moller, L., Foshay, W., & Coleman, C. The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends , 52 (5), 63-67.

Laureate Education, Inc. (Producer). (2010). The future of distance education [Video webcast]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends , 52 (3), 70-75.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

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

Twain, M. (n.d.). BrainyQuote.com. Retrieved April 21, 2012, from BrainyQuote.com: http://www.brainyquote.com/quotes/quotes/m/marktwain104066.html

Converting to a Distance Learning Environment

Best Practices for Converting Traditional Courses to a Distance Learning Format

The attached pdf explores several factors to consider when converting a traditional course to an online, distance learning format. Things such as the target audience, objectives, and other factors should be considered (Simonson, Smaldino, Albright, & Zvacek, 2012). Additionally, it is important to consider which learning theory is the best fit for the situation to properly design the course. When considering pre-planning strategies the designer should avoid “shovelware”, use a systematic design approach, and apply adult learning principles to non-traditional students (Simonson, Smaldino, Albright, & Zvacek, 2012). After considering pre-planning strategies, the designer should consider whether any areas could be enhanced by moving to an online format. Discussions are a prime target for being enhanced in the online environment as the learners have more time to formulate responses (Simonson, Smaldino, Albright, & Zvacek, 2012). Communication and collaboration are other areas that may be enhanced in the distance environment (Dabbagh, 2007). In addition to certain aspects being enhanced, it is important to consider that the role of the instructor will change towards more of a facilitator or guide (Morrison, Ross, Kalman, & Kemp, 2011). Finally, as the instructor moves towards becoming a facilitator, they can encourage communication by actively participating in the discussions (Piskurich & Chauser, n.d.), and conveying to the learner that they care about their success (Kimball & Jazzar, 2011).

Taking care when designing the online course can lead to a well-developed, productive course for all involved.

Please follow this link to a page where you can download the pdf.  https://sites.google.com/site/jeffsitplace/
 

References:

Dabbagh, N. (2007). The online learner: Characteristics and pedagogical implications. Contemporary

Issues in Technology and Teacher Education , 7 (3), Retrieved March 24, 2012 from

http://www.citejournal.org/tempcite/vol7/iss3/general/article1.cfm.

Kimball, D., & Jazzar, M. (2011, January 19). Enhancing Learning Through Vibrant Online Discussions.

(Asynchronous Learning and Trends) Retrieved April 11, 2012, from Faculty Focus: Focused on

Today's Higher Education Professional: http://www.facultyfocus.com/articles/asynchronous-

learning-and-trends/enhancing-learning-through-vibrant-online-discussions/?c=FF&t=F110119

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.).

Hoboken, NJ: John Wiley & Sons, Inc.

Piskurich, G., & Chauser, J. (n.d.). Facilitating Online Learning. Laureate Education, Inc. [Video]. Retieved

April 11, 2012 from

http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=898397

1&ClientNodeID=984650&coursenav=1&bhcp=1.

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 Impact of Open Source

Some Thoughts on Open Courseware

Open courseware is a concept where various organizations (typically schools) published some courses in an online environment and allow learners to take these courses at no charge. This allows learners to take courses that interest them and allows them to acquire new skills and knowledge as desired. While not always specifically aimed at the "adult" learner, the ideas behind open courseware do seem to align well with andragogy. The following table is designed to compare the "five assumptions underlying andragogy" (Merriam, 2001, p. 5) with how the open courseware addresses these assumptions.

Andragogy Compared to Open Courseware
Andragogical Assumptions:	How Open Courseware Addresses:
The adult learner has an independent self-concept and can direct his or her own learning.	The learner chooses the courses based on topics he or she desires to learn more about.
The adult learner has accumulated a reservoir of life experiences that is a rich resource for learning.	The learner is not required to take courses that are not related to something in which he or she is interested. Further, if a course appears to be based on previously gained knowledge, the learner can skip to another course.
The adult learner has learning needs closely related to changing social roles.	The learner may choose courses based on social roles, possibly seeking information to improve his or her skills for the marketplace.
The adult learner is problem-centered and interested in immediate application of knowledge.	The learner may choose courses to gain knowledge to solve current problems being faced in his or her life.
The adult learner is motivated to learn by internal rather than external factors.	The learner is taking the course for the purpose of gaining the knowledge. The incentive is personal growth which may lead to gain in other areas.

Andragogical assumptions based on information from (Merriam, 2001, p. 5).

Additional benefits of open courseware are that it allows learners to preview and review information on an "as needed" basis. For example, if a learner is getting ready for a job interview, he or she could take an open courseware course related to presenting oneself in a business situation.

The open courseware I chose to more closely review is from MITOPENCOURSWARE. The URL for the site is:  http://ocw.mit.edu/index.htm . MITOPENCOURSWARE is owned by MIT and is being used in accordance with their publicly stated sharing policy (Creative Commons 3.0), available at this link:  http://ocw.mit.edu/terms/ . For information regarding how to use their site please watch the following video. This video is being used in accordance with the Creative Commons license.

 

The specific course I am reviewing is "Introduction to Music Composition" (Makan, 2009). This course is as it was taught in the Fall of 2009.

Pre-planning and Design

The site does a good job providing the learner with information about the courses and how to navigate the site. There is evidence of pre-planning as the courses are organized by field of study and each course has a set of icons denoting the types of materials that are contained within the course. This allows the learner to know, upfront, if the course is a series of lectures or if there are other components such as videos, assignments, and quizzes. For the most part, it appears that previously taught courses are being placed here but not actually designed for the online environment. Simonson, Smaldino, Albright, and Zvacek (2012) referred to Zemsky and Massy (2004) when indicating in Cycle 2, "faculty use[s] some of the basic tools a CMS offers and shift[s] resources and course activities to an online format" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 133). Simonson et al., described this as shovelware  where, "Many faculty operating in Zemsky and Massy’s Cycle 2 do little more than transfer course handouts and selected discussion topics to the CMS" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 134).

Recommendations for Online Instruction

The course does seem to follow some of the recommendations for online instruction. Specifically, the course is organized, and the organization and requirements are made clear to the learners. The syllabus provides an excellent overview of what to expect from the course. According to Simonson et al., "Instructors of online courses must make the course organization, calendar, activities, and expectations as clear as possible" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 134). Additionally, the goals and objectives for the course are made clear in the syllabus. According to Simonson et al., "Instructional goals and objectives always should be shared with the students, helping both the origination and remote-site students to focus on the parameters of the instruction" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 158).

 

Activity Implementation

There were several activities for the learners in the course I explored. Activities included appropriate task that were related to the topic. Listening to music samples was a large portion of the activities. Other activities included writing about music and composing music in a very basic format. The media content (listening selections) appears to have been chosen to reinforce the goals and objectives of the course. When discussing media selection, Simonson et al. (2012) referred to McAlpine and Westen (1994) when stating, "The first criterion is to match the medium to the curriculum or content. Other criteria include the accuracy of information, motivational quality, engagement quality, technical quality, and unbiased nature of material" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 159). 

Conclusions

The open courseware provided by MITOPENCOURSEWARE seems to have a plethora of information on a massive variety of topics. According to the introduction video (embedded earlier in the blog), the open courseware consists of previously taught courses and is updated regularly (OCW.MIT.EDU). The courses have dates listed so the learner can tell when the course was last taught. While the information contained in these courses is excellent, there is a key piece of instruction missing – there is no active instructor. Essentially, the learner is retrieving information to preview or review material on their own. There is no interaction (i.e. chat, discussion boards, etc.) and the assignments are not turned in to be graded. According to Moore's (2007) theory of transactional distance, "in distance education there is a gap between teacher and student, so the student must accept a high degree of responsibility for the conduct of the learning program" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 45). For the course I reviewed, there was no active instructor. Basically, the course is a very well organized source of information where an interested learner may increase understanding and knowledge if they apply themselves as if they were in a course with an active instructor.

All that being said, I really enjoyed the experience and plan to go through several courses after finishing my current course of study. Therefore, there is a good and valid use for this open courseware.

References:

Makan, K. (2009). 21M.065 Introduction to Music Composition,
        Fall 2009. Retrieved April 1, 2012, from Massachusetts
        Institute of Technology:
        MIT OpenCourseWare: http://ocw.mit.edu 
        License: Creative Commons BY-NC-SA

Merriam, S. B. (2001). Andragogy and self-directed learning:
        Pillars of adult learning theory.
        New Directions For Adult & Continuing Education , 89 (3).

OCW.MIT.EDU. (n.d.). Get Started with OCW.
        MITOPENCOURSEWARE.
        Retrieved April 1, 2012,
        from http://ocw.mit.edu/help/get-started-with-ocw/ 
        Used under the Creative Commons License 3.0.

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

Selecting Distance Learning Technologies

Selecting Distance Learning Technologies

Background

This week, we were asked to choose one of three examples to examine and determine which technologies to provide a solution. I chose to consider the first example, which involves implementing a training workshop on a new automated staff information system for six regional offices of a major corporation (Application: Blog - Selecting distance learning technologies, nd).

Examination of Scenario

The information we are given indicates that the staff is located "throughout all the different offices and cannot meet at the same time or in the same location" (Application: Blog - Selecting distance learning technologies, nd). Simonson, Smaldino, Albright, and Zvacek (2012) referred to a framework developed by Dan Coldeway to give insight into the various ways time and place can be combined and which type of learning is served by each. Simonson et al. states, "Combinations of time and place result in four approaches to education: same-time, same-place education (ST-SP); different-time, same-place education (DT-SP); same-time, different-place education (ST-DP); and different-time, different-place education (DT-DP)" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 9). Since the scenario indicates that the staff is not able to meet at the same time or in the same place, it would fit into the DT/DP portion of the framework. This portion of the framework is best served by either an online or a blended hybrid approach. Face-to-face training (used as a part of the blended/hybrid approach) is not an option in this scenario therefore, the situation calls for an online training approach.

Additionally, ongoing collaboration is desired and is to include such things as screen captures and sharing documents. These are adult learners and as such, "Active participation should be encouraged, such as by the use of workgroups or study teams" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 51). As this is a major corporation, collaborating in a team environment is likely commonplace and expected among the staff.

The learning outcome is for the staff to become familiar with the new staff information system and to understand their roles as they relate to the new system. The staff will demonstrate they understand the new system by correctly using the system with some fictitious training IDs that will be removed later. According to Simonson et al., "Learning outcomes are those observable, measurable behaviors that are a consequence of online instruction" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 116).

Suggested Solutions

The proposed solution is to take advantage of two different technologies. One is the use of videos for instruction and the other is the use of Google Docs to allow document collaboration.

Instructional Videos

The use of videotapes to distribute learning materials dates back to 1975 (Distance Learning Timeline Continuum, n.d.). It has evolved through the years to include VHS, laser-discs, CD-ROMs, DVDs, and streaming video. Video training can be delivered several ways depending on the preferences of the company and the available technology. Near the low-tech end, video can be distributed on prerecorded media such as VHS, CDs, and DVDs. Provided that the company's network is technologically capable of supporting it, a preferred method would be to stream the video training content over the network to the computer stations (users desktops or lab computers if available). If the company has a fiber-optic network it may also be possible to schedule some live, synchronous sessions where questions can be answered immediately. According to Simonson et al., "Whereas the initial cost of fiber-optic systems may be high, the long-term savings and benefits of the technology outweigh the initial costs" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 40). These instructional videos would be used to illustrate the new staff information system functions to the staff. According to Simonson et al. (2012) this is similar to individualized instruction as it, "… uses audio tapes [or video] to guide the distant learner through a series of learning events" (Simonson, Smaldino, Albright, & Zvacek, 2012, pp. 96-97).

Regardless of whether the instructional videos are physically delivered on media or streamed over the network, they will be created in a logical progression to lead the user through the new staff information system. An important aspect of creating the videos is using a program to capture the desktop so that the user can see and hear the steps involved in using the new staff information system. This is in keeping with Mayer’s (2008) approach of dual channels. According to Mayer (2008) dual channels is "the idea that humans possess separate channels for processing visual and verbal material" (Mayer, 2008, p. 761). It is further indicated that each channel has a limited capacity regarding how much information can be processed at one time (Mayer, 2008). With this in mind, the videos will be in short (8 to 10 minute) segments with controls to allow the learner to pause, play, stop, rewind, and fast-forward. To capture the on-screen video a program such as Captivate (Adobe, 2012) or Camtasia (TechSmith, 2012) will be used. These programs allow for the inclusion of audio with video and can be delivered in a variety of formats to ensure compatibility with the company's technology.

Collaborating with Google Docs

In order to allow multiple users to collaborate as a team, Google Docs (Google, 2012) could be used. This allows users to work together on one document rather than each work separately on a copy of the document. It also makes it easier to determine which version of the document is the most current. In order to assess whether the staff understands the new staff information system, a scenario could be delivered requiring the staff to utilize the system to search for answers regarding fictitious staff. Furthermore, the scenario could require them to alter certain fields appropriately as further evidence they understand the new staff information system.

Success Stories

While there are, undoubtedly many success stories of using videos to provide training, I would like to call your attention to the video training offered by Lynda.com (Lynda.com, 2012), as we have had the opportunity to access and use these videos firsthand. The videos on this site are organized according to course of study. Then, there are multiple segments within each course of study. The segments are not usually more than 8 minutes long and provide the user the ability to control the display of the video. Personally, these have been extremely valuable as I worked through them to learn much about the Adobe products we use. The Lynda.com site lists Nordstrom, Google, Coca-Cola, Microsoft, Verizon, and many others as being amongst there clients (Lynda.com, 2012).

Another example of using videos to deliver training is the company Pixologic Inc. According to the Camtasia Studio (TechSmith, 2012) website this company uses the Camtasia program to deliver training to its customers. Additionally, Martin Knapp (from Pixologic, Inc.) indicates that they use the videos for internal training in the company as, “It’s much easier to show someone from our team who isn’t in the office what I mean than to try to explain it over the phone” (TechSmith, Camtasia Studio: Turning Artists into Magicians, 2012).

According to the folks at Google, “More that 4 Million businesses run Google Apps” (Google, Google Apps for Business: Google Docs, 2012).The site contains several customer stories including the airline company Virgin America who stated, “Google answers our data and connectivity needs better than any other system. Google apps allow us to stay ahead of the competition by remaining flexible and efficient and not be confined by budget or staffing to out of date systems" (Google, Google Apps for Business: Google Docs, 2012). As another testimonial, National Geographic indicated, "Google Apps provides enhanced collaboration and flexibility, allowing users the ability to do their jobs anytime, anywhere" (Google, Google Apps for Business: Google Docs, 2012).

Conclusions

By combining the flexibility of video training in various formats with the collaborative power of Google Docs, it should be possible to deliver the training for the staff. These technologies allow asynchronous training to be useful and effective. As an additional advantage, the videos can remain available, either in a physical media format or stored on a video streaming server, allowing existing staff to review when necessary and new staff to go through the program as required to understand the staff information system.

References:

Adobe. (2012). Adobe Captivare 5.5 - ELearning authoring software. Retrieved March 17, 2012, from Adobe.com: http://www.adobe.com/products/captivate.html

Application: Blog - Selecting distance learning technologies. (nd). Laureate Education, Inc. Retrieved March 11, 2012, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1

Distance Learning Timeline Continuum. (n.d.). Laureate Education, Inc. Retrieved February 27, 2012 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1.

Google. (2012). Google Apps for Business: Google Docs. Retrieved March 18, 2012, from Google.com: http://www.google.com/apps/intl/en/business/docs.html

Google. (2012). Google Docs. Retrieved March 17, 2012, from Google: https://accounts.google.com/ServiceLogin?service=writely&passive=1209600&continue=https://docs.google.com/?tab%3Dwo%23&followup=https://docs.google.com/?tab%3Dwo&ltmpl=homepage

Lynda.com. (2012). Lynda.com. Retrieved March 17, 2012, from Lynda.com:

http://www.lynda.com.ezp.waldenulibrary.org/

Mayer, R. (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. American Psychologist , 63 (8), 460-769.

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

TechSmith. (2012). Camtasia Studio. Retrieved March 17, 2012, from Techsmith.com:

http://www.techsmith.com/camtasia.html

TechSmith. (2012). Camtasia Studio: Turning Artists into Magicians. Retrieved March 18, 2012, from Techsmith.com: http://www.techsmith.com/camtasia-interview-pixologic.html

Defining Distance Learning

There has been a plethora of definitions offered for distance learning. For the most part, the definition is usually related to, or connected in some way with, the current technology being utilized for the delivery of the distance learning. Distance learning has been accomplished with a variety of technologies including correspondence courses taught through the mail, telegraphy, radio broadcasts, television, telephone, early Internet predecessors such as ARPANET, video tapes, satellite television, cable television, the Internet, and Learning Management Systems (LMSs) (Distance Learning Timeline Continuum, n.d.).

Earlier Components and Thoughts on Distance Learning

Prior to starting this course, my definition would be one that focused primarily on Computer Based Instruction (CBI) delivered over a distance and available for the learner on a somewhat flexible schedule. In the not-too-distant past (mid-1990s), I took an online course from another institution. The course consisted of the learner being asked a question (delivered in Outlook Express) and responding to the question in a discussion type format. Additionally, assignments were made requiring the utilization of tools such as PowerPoint to create some basic presentations on the topic. While interesting as a starting point, the coursework did not seem to be organized around any learning theory and, other than meeting a required number of posts and being in class a required number of days, the evaluation was very vague. At the time, I thought it was a decent way to gain some knowledge but was a bit confused regarding expectations. According to Moller, Foshay, and Huett, "most learners are not currently able to distinguish between well-designed and poorly designed e-learning; nor can they recognize the relative value of one school of learning theory over another" (Moller, Foshay, & Huett, 2008, p. 71).

Recent Components and Thoughts on Distance Learning

Since starting this course, I have begun to modify and reconsider my thoughts on defining distance learning. I now focus on the "distance learning" AND "distance teaching" components of the definition (Simonson, nd). Previously, I did not think about including the teaching part of distance learning in my definition. However, it does make sense to include that component since formal learning requires some form of teaching. In addition to including distance teaching in my definition, I see the need to include the concept of evaluation in the definition. These evaluations need to be well thought out and does authentic as possible. Wiggins stated, "A move toward more authentic tasks and outcomes thus improves teaching and learning: students have greater clarity about their obligations (and are asked to master more engaging tasks), and teachers can come to believe that assessment results are both meaningful and useful for improving instruction" (Wiggins, 1990, p. 3). As a final consideration for my new working definition of distance learning, I now realize that instruction can be delivered by methods other than the Internet. The use of other methods such as radio, correspondence, and television, are still viable alternatives to deliver distance instruction. According to Simonson, Smaldino, Albright, and Zvacek, "Distance education provides the opportunity to widen intellectual horizons, as well as the chance to improve and update professional knowledge" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 39). Certainly, the use of radio, correspondence, and television as educational mediums provides for the possibility of reaching people in places where the Internet or other sources may be scarce.

The Only Constant is Change

The definition of distance learning is one that changes often. One reason for the change is that the available technology is constantly changing. I still remember my first personal computer from the early 1990s. It had an 80286 processor, a 20 MB hard drive, and ran DOS. Technology has rapidly progressed and, with new technology, new ways to utilize it emerge. While improvements in technology are important, perhaps more important is the vision of individuals to take full advantage of the technology and push it to develop further. Simonson et al. states, "Whereas the initial cost of fiber optic systems may be high, the long-term savings and benefits of the technology outweigh the initial costs" (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 40). This is a good example of the push to use current technology. However, with new emerging technologies, I imagine that it will be a short while before something "bigger, better, and faster" comes along. By seeking to find innovative ways to utilize the existing technology to its fullest extent, both the use of the technology and the innovation of new technologies are pushed to develop.

Vision for the Future

I envision the future of distance learning evolving to take advantage of the social connections of the new learner. With the improvements in cell phone technology, today's learner can carry with him or her a device that can access information on just about any imaginable topic. Additionally, these learners are connected with each other so that they do not feel the need to "know everything" as long as they can access someone or something that contains the knowledge. This is very much in keeping with the ideas that Siemens expressed when he stated, "Information abundance requires that we offload our cognitive capacity onto a network of technology and people" (Siemens, nd). Distance learning will need to evolve to take better vantage of these connections. For example, some courses may be created where the student is responsible to find and develop connections to data sources that provide information rather than being given a textbook from which to glean information.

Conclusion

In conclusion, my current working definition of distance learning is as follows:

Distance learning is learning that utilizes available technology to deliver formally designed information to the learner who may be separated from the teacher by distance and/or time. The learning involves both distance learning and distance teaching as it is based on formal principles and theories of learning that include appropriate evaluation. Additionally, distance learning can include training as a form of education designed to improve the knowledge or skills of the learner.

References:
Distance Learning Timeline Continuum. (n.d.). Laureate Education, Inc.

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 1: Training and development). TechTrends , 42 (3), 70-75.

Siemens, G. (nd). Connectivism. Video lecture presented for Laureate Education, Inc.

Simonson, M. (nd). Distance education: the next generation. Laureate Education, Inc. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493362&Survey=1&47=8983971&ClientNodeID=984650&coursenav=1&bhcp=1.

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

Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research & Evaluation , 2 (2), 1-5. Retrieved September 11, 2011 from http://PAREonline.net/getvn.asp?v=2&n=2.

My Distance Learning Mind Map

Welcome to My Blog

Hi classmates and (technically) the world. Just a quick note to welcome you to my blog and to give you someplace where you can leave comments. I was trying to find a way to have a "comment gadget" but could not seem to find that. For now, if you wish to leave a comment please just comment to this post. As we go through the class it will make more sense to comment to the post you are referring to, but for now, this should work.


Happy Learning!


-jeff

Reflections on Learning

A Reflection on
What I Have Learned
Through the EDUC 6115 Course

The purpose of this paper is to reflect upon what I have learned throughout the curse (EDUC 6115).  The complexity of the brain, how it functions and how information is processed, is a topic for which I now have a deeper understanding and appreciation.  Additionally, I have evaluated my own learning process and realize there are instances when differing approaches are appropriate.  Through the development of the learning matrix, I am able to compare and contrast the various learning theories and obtain a better understanding of how they relate to each other.  The possibility of different learning styles being preferred by different learners has been explored and the idea of applying learning strategies has emerged as a possible way to help the learner regardless of their preferred learning style.  The growing prevalence of the use of educational technologies has been examined with the understanding that they are tools to be used across the learning theories and styles.  Motivation, as a factor for learning, has been discussed with considerations for both intrinsically and extrinsically motivated learners.  Finally, a look to the future at how this course will help as I continue toward the goal of becoming an instructional designer.

How People Learn

Through the topics studied in this course, I have come to understand that people may learn in a variety of ways.  The brain is indeed a very complex organ and as such, the study of how information is received, processed, stored, and retrieved is difficult.  The aspect of encoding and how it is influenced was particularly interesting.  According to Ormrod, Schunk, and Gredler, “Encoding is the process of putting new (incoming) information into the information processing system and preparing it for storage in LTM [Long-Term Memory]” (Ormrod, Schunk, & Gredler, 2009, p. 70).  The encoding process is important because, “Retrieval depends on the manner of encoding …” (Ormrod, Schunk, & Gredler, 2009, p. 83).  When designing instruction some effort should be made to assist the learner in the encoding process.  The use of organizational tools such as charts with an established hierarchy, mnemonics, elaborations to help relate new material to existing knowledge, and schemata to help with “…organizing large amounts of information into a meaningful system” (Ormrod, Schunk, & Gredler, 2009, p. 72) when the information is initially presented can help to encode the material for storage.  Later, when retrieval is desired, it may be assisted by presenting the same cues that were used for encoding.  “During recall, presentation of these cues activates the relevant portions in LTM” (Ormrod, Schunk, & Gredler, 2009, p. 84).

My Personal Learning Process

Studying the various learning theories has shown me that my own learning process is more complex than I originally believed.  In most instances, I approach learning new material as a problem to be solved through a logical, step-by-step process.  Most often, this seems to align with cognitive learning theory as, “Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner” (Ertmer & Newby, 1993, p. 58).  However, I now see that there are instances where I learn in ways that reflect Social Cognitivism and Adult Learning (andragogy).  Being an older, non-traditional student, I bring a background of experiences into the learning environment.  Additionally, I do well with learning that is presented in a way that is meaningful and relevant to my experiences and expectations.  Intrinsic motivation is a driving force for me, as I desire to know the material well without the need for an external reward.  According to Pew, “The reward of acquiring knowledge or critical thinking skills comes from a personal sense of accomplishment that one has somehow grown as an individual; achievement of personal goals outweighs any external reward” (Pew, 2007, p. 17).

What I have Learned Regarding Learning Theories, Learning Styles,

Educational Technologies, and Motivation

Learning Theories

Learning theories are the, “…foundation for intelligent and reasoned strategy selection” (Ertmer & Newby, 1993, p. 51).  The learning theory supplies the basic core beliefs and values about how learning occurs.  Through the construction of the Learning Theory Matrix, I realized that there is some room for overlap among the learning theories.  For example, “Cognitivism like behaviorism, emphasizes the role that environmental conditions play in facilitating learning” (Ertmer & Newby, 1993, p. 58).  The difference is that cognitivism focuses more on the internal processes the learner goes through as he or she is learning while behaviorism is more concerned with creating a correct response or habit from the application external stimuli.  It appears to me that the use of different theories may be appropriate when considering the age of the learner and the material being covered.  By having some familiarity with the theories we have studied, I will be better able to design instruction that is appropriate for the learner and can choose the appropriate theory for the given situation.

Learning Styles

Learning styles are related to the learning theories in the sense that the styles are the manner in which the material is delivered while the theory is the overarching belief regarding how the material will be learned.  There is still some conversation regarding the importance of different learning styles.  While some learning styles (i.e. - visual, verbal) are more recognized than others are, it seems to be a better approach to focus on strategies that each learner can implement.  According to Ormrod, “…teach them strategies for learning effectively rather than cater to these preferences that may or may not actually exist in the self-report kinds of assessment techniques” (Ormrod, Learning Styles and Strategies, nd).  The strategies recommended by Ormrod are elaboration, comprehension monitoring, and the use of mnemonics (Ormrod, Learning Styles and Strategies, nd).

Educational Technologies

The use of educational technologies is growing in prevalence regardless of which learning theory, style, or methodology is employed.  In fact, educational technology is now used so much that a new learning theory called connectivism is emerging from the use of technology.  With connectivism the idea is that we use a network of multiple nodes, both human and non-human, to assist in the storage and acquisition of data because there is so much data available now.  The Horizon Report (2009) describes different technologies such as cloud computing, using mobiles in the classroom, the personal web, and others as technologies to be aware of as the make their way into the classrooms in the near future.  Using these technologies appropriately can help to engage the learner.  According to the Horizon Report (2009), “Institutions need to adapt to current student needs and identify new learning models that are engaging to younger generations” (Johnson, Levine, & Smith, 2009, p. 6).

Motivation

Regardless of which learning theory and style is used and no matter how many educational technologies are used, motivation is essential.  “To learn effectively, you not only have to have the cognitive processes that enable you to learn effectively and to remember it effectively; you also have to want to learn it” (Ormrod J. , nd).  Motivation can be internal (intrinsic) or external (extrinsic) but must be present, at least to some extent for learning to take place.  After studying, it seems that the greater effort should be placed on helping the learner to understand and become more intrinsically motivated.  “Intrinsically motivated students strive for a deep understanding and mastery of the instructional material rather than simply memorization of the facts” (Pew, 2007, p. 17).  When a learner can exhibit mastery of a subject, and has internalized the knowledge, that knowledge is then able to be with the learner in other situations, and can possibly be used to build upon.

How This Course Will Help Me In The Future

Through this course, I have learned that people learn in different ways.  The importance of this, as an instructional designer, lies in the creating and developing courses.  Courses need to be developed with the appropriate learning theory for the subject matter.  Additionally, by incorporating strategies for learning and motivation, the learner will be presented with many opportunities for learning.  As I move on to other courses and eventually to designing courses, I will remember to make careful analysis of the subject to determine which learning theory and style may be most appropriate. Additionally, I will consider the learner and what strategies may prove useful to assist with the encoding and retrieval process.

Conclusion

In conclusion, I have learned much in regard to learning theories, styles, and strategies throughout this course.  Additionally, I have seen how using educational technology in the classroom is not a novelty but a necessity for the learner of today.  Motivation is another key element that must be in place for effective learning to happen.  By applying my new understandings of these areas to the field of instructional design, I should be able to more effectively design courses that enable and equip learners.

References:

Ertmer, P. A., & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly , 6 (4), 50-71.

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report. Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/.

Ormrod, J. (nd). Learning Styles and Strategies. Laureate Education, Inc.

Ormrod, J. (nd). Motivation in Learning. Laureate Education, Inc.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom ed.). New York: Pearson.

Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. InSight: A Journal of Scholarly Teaching , 2, 14-25.