Module 4 Reflection

Online education has become the leading modality for distance education (Mayadas, Bourne, & Moore, 2005). One of the problems faced by educators using this model is keeping the students engaged in an online community. Distance learning may cause a psychological, as well as a physical gap (Durrington, Berryhill, & Swafford, 2006). Students may feel isolated and lonely. A lack of face-to-face communication and competition can affect their motivation. There are other barriers that may hinder student engagement and should be considered when teaching online verses face-to-face. According to Spelling (2005), barriers for adult learners are categorized as situational, institutional, and dispositional. A person's circumstances in life at any given time are considered potential situational barriers. Different policies and practices may make course participation more difficult are considered institutional barriers. Students' attitudes about their own abilities to succeed are considered dispositional barriers. These barriers present additional obstacles for adult learners who attempt to obtain an advanced degree (Spellman, 2007). To be effective and/or successful at online instruction, a student centered learning environment needs to be established. This can be achieved through discussion boards that allow students to interact with the instructor and fellow students to learn and problem solve. Students need to feel as if they are connected to others by establishing dialogue and interacting with other students and the professor. Once this atmosphere is created it sets the stage for the learner to become more collaborative, judgmental, reflective, and integrative (Spellman, 2007).

The instructor’s role is to bridge the gap between the social network and the students’ use of technology in such a way that learners are engaged (Anderson, 2008). Making students aware of the tools available to enhance online learning is crucial to its success. However, many students are already using this tool. Students entering higher education today, researchers note, possess a different view of technology due to lifelong immersion in a digital, media-rich, and networked world. These learners are often described as “millennials” (Oblinger & Oblinger, 2004). The online instructor encourages students to use a number of technological tools and strategies throughout the course to make sure the content is fully covered and understood. This can be achieved through research using the internet and search engines such as Google and Yahoo.

The Internet (Google, Yahoo and Internet Explorer) can be used to research information and gain clarity of content. The content can be delivered in different formats or a combination of formats, including multimedia, immersive environments, video, audio, and text which give access to learning that addresses the various learning styles of students. Discussion boards, Skype, and other social networking sites such as Facebook, LinkedIn, and MySpace allow students to communicate and problem solve while developing critical thinking skills. These modes of communication also help the students establish social presence. Online teaching also involves devising and implementing activities to encourage discourse between and among students, between the teacher and the student, and between individual students, groups of students, and content resources (Anderson, 2008). Collaborative technologies such as Wikis, Blogs, Eluminate, Web 2.0 gives students the opportunity to work in virtual groups to complete learning tasks as well as assess peer work and give feedback.

References

Anderson,T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V.A., Berryhill, A., & Swafford, J. (2006).
Mayadas, F., Bourne, J., &Moore C. (2005). Introduction. In Bourne, J., & Moore, J. C., (Eds.), Elements of quality online education: Vol. 6 Engaging communities (pp.7-10). The Sloan Consortuim.

Oblinger,D., & Oblinger,J. (2004). Educating the net generation [e-Book]. Retrieved January 10, 2008, from http://www.educause.edu/educatingthenetgen

Spellman, N. (2007). Enrollment and retention barriers adult students encounter. The Community College Enterprise (pp. 63-79). Livonia, MI: Schoolcraft College.

http://mywebspiration.com/view/310982ad38f

Assessing Collaborative Efforts

Many students who have a need for social presence often times prefer to work alone rather than in a group where peers collaborate. Being able to express one’s personality in an online environment can be achieved if several elements exist such as the ability to carry on an internal dialogue, creating a sense of privacy, the ability to deal with emotional issues in textual form, and the ability to create a mental picture of the other participants in the learning community. Therefore, instructors should seek to ensure the development of connectedness and presence for members in the community (Palloff & Pratt, 2007).

Once students become a part of the online learning community, measures should be taken to assess the members within the group. Assessing learning cannot be achieved effectively if it is done in the manner it has been in the past. Siemens explains several methods for assessing distant learners. Students assessing students is a method that allows students to actively participate in the assessment process. Feedback from online learners allows fellow students to participate in open communities which are often achieved through list serves. Educators can assess based on student contributions that allow others to look at how many times each student logs on and participate in class through discussion boards, chats, or blackboards. The final method Siemens describes is assessing based on metrics/numerical grades from learning management systems through timed tests /quizzes (Siemens, 2008). It will be important for instructors to make sure the grading practices are fair and equitable. Students have different levels of skills and knowledge to bring to the learning environment. Level of performance on a given task(s), authentic participation in class discussions, and student growth should all be considered when assisting each participating in this type of learning environment.


References

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Siemens, G. (2008) The Future of Distance Education, Laureate Education, Inc.: Principles of Distance Learning Vodocast.

Storyboard of Video Presentation

http://thewaldens.pbworks.com/Ellis

Module 2 Blog Assignment: Elements of Distance Education Diffusion

Siemens (2008) implies that distance education is creating effective learning experiences because it consists of 3 needed elements ( global diversity, communication, and collaborative interaction) for diffusion. Making sure that appropriate technologies are used to deliver online instruction is very important to the success of distance learning. According to Simonson (2008), the success of distance learning relies on how technologies are used and the kind of information being communicated using the technologies. It is also important to make sure that the online educational experience is equivalent to face to face learning. One way to ensure this occurs is by delivering instruction through one or a combination of the various means of communication.
The shift towards distance education becoming an alternative/supplement to face to face education, has led to personal computers becoming an integral part of many distance learning programs. Whether they are used as a communications tool between students and instructors, or as an instructional delivery tool, they serve as a powerful asset to the program.

When looking at the history of communication technologies, the introduction of television as a means of instruction appears to be a good starting point as it was used to deliver instruction through correspondence and instructional media. Other technologies that were later adopted were the telephone, voice mail and fax machines which proved to be tools that are extremely useful in the delivery and successful implementation of distance learning. The telephones serve as back-up audio for all types of distance education technology uses. Audio conferencing can be accomplished using speakerphones. Voice mail systems provide users a way to educate those who need information but who don't need to talk to a human being to get that information. Fax machines have also become an important communication tool . Lessons, course syllabi, handouts and tests can be faxed between students and instructors located at multiple locations when computers are inoperable.

Computers are used in distance education in a number of ways, including electronic mail (e-mail), access to the Internet, on-line classes, computer and audiographic conferencing. Video conferencing is a very effective way of collaborating, delivering courses, and bringing in experts/instructors to help with problems or offer additional instructions. E-mail is fast becoming an alternative to written communication. Emails are instantaneous and can be accessed practically anywhere. In distance learning, e-mail is frequently used as a tool for students and instructors to go over lessons and to communicate on all types of issues. Despite the differences in these forms of technology they each have a unique role in the delivery and success of distance learning.

References
Siemens, G. (2008). Future of distance education. Video, EDUC 8842, Walden University, Laureate Education.

Simonson, M. (2008). Distance education: Higher education. Video, EDUC 8842, Walden University, Laureate Education.

The Next Generation of Distance Education/ Module 1

According to Simonson, students who learn in a traditional setting and through distance learning should both have the opportunity to learn in acceptable and appropriate ways. (Simonson, 2000) One strategy of focus in the articles was to provide various yet equivalent learning experiences. One way to ensure equivalency through learning is to use appropriate technologies for online instruction. To do this the instructor should 1) assess what is available in the form of technology: 2) organize the course around themes, 4) organize the delivery of the instruction for distance learning. I think that instruction should be equivalent to successfully facilitate learning as much as learning styles should be addressed to meet the needs of all learners. Studies show there are many advantages as well as disadvantages to learning online in the K-12 and post-secondary educational setting. Regardless of whether an individual is for or against distance learning it continues to be a growing concept in our nation’s educational system and others around the world so these strategies should be considered.

Moller, Foshay, and Huett (2008) points out that while those using the traditional models of instruction and learning can benefit from using computer assisted methods of learning, new ways of using technology have to be used and understood by the educator for it to be more effective and efficiently utilized. Because many teachers/faculty do not have the proper training and tools required to deliver a more effective means of online instructing, he refers to their adopted approach to the problem as a “craft approach”. When I consider its meaning, I think of it as trying to teach a teenager to drive a 5 speed automobile as if it has an automatic shift. Many unnecessary trials and errors along with extra expenses in repairs will be the likely result of not changing the way the teen is taught. I think that happens often in our educational system due to our instructional methods, views on the use of technology, and lack of training.

References

Moller, L., Foshay, W. R., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instruction design on the potential of the web. Tech Trends, 52(3), 70-75.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29-34.