Reflection on Distance Learning

Photo By Ed Yourdon 

Distance Learning and the Future

Siemens (2010) believes distance education is likely to gain greater acceptance in the near future. He believes that as people grow more comfortable with the technology associated with distance learning, e.g., group video interactions and using social media, they will accept that distance education is a manageable endeavor for them. Dobbs, Waid and del Carmen (2009) state that the number of persons enrolling in online courses is growing at a rapid rate especially at the graduate level. I therefore believe that because of the seemingly ubiquitous presence of online learning in higher education, more and more distance learning graduates will emerge thereby forming a huge and influential distance learning alumni group whose contributions will speak for itself.

From Face to Face to Blended Learning: Suggestions and Considerations

Blended Learning

Blended learning, a practice which involves a blend of face to face and online learning and teaching activities, requires planning and careful thought. Anyone planning a blended course needs to employ strategies to ensure that the course is a success.

Simonson, Smaldino, Albright and Zvacek (2012) describe an unfortunate tendency which they describe as “shovel ware,” (p 134), i.e. simply placing the face to face course materials and activities online without any consideration for distance education pedagogy. A training manager planning to increase the quality of interaction and communication among learners therefore needs to consider what practices best suit the online course and which should be retained for face to face. The University of Central Florida has developed a free open education resource (OER) to assist persons planning blended classes. A Blended Learning Toolkit was prepared by the University of Central Florida (UCF) and the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC). The  kit suggests that instructors should avoid meaningless duplication in the section on building your own course.

On the matter of resources, another strategy to consider before converting the program is to make sure that the company has the legal rights to publish the materials used. Publishing materials online my expose a company to greater scrutiny and, depending on the type of institution at which the training manager works, some fair use policy which enables using some materials for non-profit purposes may see not apply to corporate training which could be construed as being ultimately for profit.

A very important strategy involves considering the learners’ comfort level with the technology used in the online portion of the course and also considering their access to and availability of technology equipment to participate.

Aspects of the original training program could be enhanced in a distance learning format include

Guided and focused asynchronous discussions to achieve key objectives. Durrington, Berryhill, and Swafford (2006) note that creating smaller discussion groups is likely to encourage deeper discussions and avoid students being overwhelmed.

Communication is a necessary element for effective collaboration. Creating engaging online scenarios for group work could also enhance the training experience and improve communication.  Engaging, multimedia presentations accommodating various learning styles which learners may use at their own pace and choice is yet another way in which the original training program may be improved.

In a distance learning environment a trainer’s role is likely to move away from that of a custodian and record keeper to more of that of a guide and facilitator. The popular concept of the “sage on the stage” which may be prevalent in a primarily lecture-based environment is also likely to change. The asynchronous nature of distance education which enables learners to ponder their responses more deeply is likely to result in shared experiences and constructivist learning especially when dealing with adults who bring their experiences with. For this trainees who may need special coaching or encouragement the trainer may also be able to deal with individuals via personal email and thereby become a catalyst for the gifted and support for the struggling.

To encourage the trainees to communicate online the trainer could employ several measures. Clearly outlined expectations via rubrics and other measures are likely to result in a more confident communicator who knows exactly what is expected. Durrington, Berryhill, and Swafford (2006) encourage facilitators to maintain an encouraging and friendly tone. The trainer can set an example as best as possible of good communication practices. Because the training manger is planning the migration to a hybrid model, other trainers may be involved. Training these trainers may be necessary.

Resources

Blended Learning Toolkit

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

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

A Blended Learning Toolkit was prepared by the University of Central Florida (UCF) and the American Association of State Colleges and Universities (AASCU) with funding from the Next Generation Learning Challenges (NGLC).

Open Courses Online

One benefit of distance education is that it allows greater access to non-traditional students who may not have been able to otherwise acquire the knowledge and skills they need via traditional methods of physically attending a brick and mortar institution. The growing number of online open courses, courses which any one may attend once he or she has access to the necessary equipment, has provided even greater opportunities for learners to benefit.

Well designed section graphics

Although online open courses are well intentioned, the quality and effectiveness of the courses vary. For example, one site, Dave Conservatoire, proclaims that it aims to provide free world-class music education for all. The site offers a beginner course in reading music notation.  Noting that visual information is important to distance learners because it helps to break down complex information, Simonson, Smaldino, Albright and Zvacek (2012) recommend large, sans-serif fonts, white space, minimal text for each graphic and using a combination of upper and lower case letters. On first entry Dave Conservatoire appears to be well designed. The introductory staff and clef page is very appealing and has the subsections clearly identified for the distance learners using clear graphic elements.

Poor colour contrast negatively affects visibility

Unfortunately, many learners may not get to the beautiful pages because the introductory video features purple writing on a black screen, definitely a design snafu. Poor visuals are ineffective in any learning situation but particularly so in a distance education setting where the online learner may not have immediate communication means to ask for clarification and may simply give up. I did.

Most would agree that Yale University has a long and distinguished tradition of providing quality educational experiences. Through its open Yale courses site it offers free online courses in a variety of areas. Via the website, music lovers may take Dr. Craig Wright’s course, MUSI 112: Listening to Music. This is well planned. Each of the 23 lectures have specific topics to be covered. These are broken down into sub topics. Though well planned, the delivery of these topics lacks effectiveness for the online learner. This is still essentially a face to face process of Dr. Wright talking and the online learner just watching and listening, mostly to Dr. Wright’s voice. Simonson, Smaldino, Albright and Zvacek (2012) cite Bates who says that interaction is essential for online learners.

In a Laureate Education, Inc. video presentation "Planning and Designing Online Courses," Dr. George Piskurich notes that we should not plan to use technology that we do not have.  This profound statement essentially means that if the intended learners do not have the technology tools needed to retrieve and benefit from the course media, the instructional designer should not use it. Although the Yale course uses an accessible video format, mov, the size of the video, one of them, over 273 megabytes, is daunting for the average user even with a DSL connection. For many who live a developing country as I do, this course may not be very accessible.

Yale clearly states that its online courses are not intended for credit. Even with that understanding, some form of assessment is valuable in any learning experience so that the learner is able to determine whether or not he or she has actually gained the intended knowledge.

This is even more important to the online learner who does not have access to a face to face instructors feedback. This course does not have opportunities for assessment.

In conclusion, both the Yale course “Listening to Music” and the Dave Conservatoire’s “Reading Music” have positive elements but are not effective for online learning. Hopefully, the practice of actual instructional design will become more prevalent and lead toward fulfilling the dream of knowledge access for all. 

References

Laureate Education, Inc. (Producer) (n. d.) "Planning and Designing Online Courses"

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

www.daveconservatoire.org/lesson/readinggettingstarted

http://oyc.yale.edu/music/musi-112