Reflections on Distance Learning

My personal perceptions of distance learning as well as those of society have evolved over the  years and will continue to evolve as time goes on.   While still not universally accepted, distance learning is making headway as an acceptable method for the delivery of instruction.   Main factors in this paradigm shift include technology and communication.

The education industry is leveraging improvements in technology to expand distance learning interaction and distribution (Laureate Education (Producer), n.d.).  As technology improves the connectivity between global locations it is improving the connectivity between people.  The enclaves of “secluded like-minded people” described by Dr. Siemens ( (Laureate Education (Producer), n.d.) are being replaced with globally diverse groups.  Distance learning is no longer constrained  to only print and delivery by post, but can now be delivered as feature-rich packages direct to the learner.  However, as Simonson, Smaldino, Albright, and Zvacek (2012) have pointed out, it is important to remain mindful of the digital divide, or the socio-economic distance that limits access to computers and Internet services.

Another factor in the shift of perception is the normalization of online communication (Laureate Education (Producer), n.d.).  People have become accustomed to being able to have meaningful discourse through social media as well as online forums.  Corporations frequently use online meetings to connect globally distributed teams  (Laureate Education (Producer), n.d.).   As new methods of interaction are researched and develop, I think that distance learning will become even more acceptable.  Currently, there are restrictions to interaction in distance learning due to technological and economic reasons, but as those barriers continue to fall, global interconnectivity will continue to expand.

For the future, I think that education with some level of distance learning will become normalized.  Continued advances in technology, the globalization of communication, and the perception of online communication as normal will improve experiences.  Looking forward to my part in the continuous improvement of distance education, I feel it is imperative that greater emphasis be placed on inclusive instructional environments.  Globalization does not mean homogenization in my opinion, and the need for a skilled global workforce will require large scale multinational distributed learning that is mindful of multicultural and diversity issues (Germain-Rutherford & Kerr, 2008).  At this juncture, I can help improve the perception of distance learning by designing effective instruction that leverages technology while also meeting the needs of the learners.  To that end, I will continue to listen to my learners and treat their input as a valuable part of the design process.

References 

Germain-Rutherford, A., & Kerr, B. (2008). An inclusive approach to online learning environments: Models and resources. Turkish Onkine Journal of Distance Education, 9(2), 64 - 85.

Laureate Education (Producer). (n.d.). The future of distance education[Video file]. Retrieved from https://class.waldenu.edu

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

Attributions

World Classroom By ManosHacker (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons

Distributed Learning

The more I learn about distance learning, the more I see distributed learning as being a viable solution for both higher education and business.  First, it allows for the centralization of content for student access when it is convenient for them (Simonson, Smaldino, Albright, and Zvacek, 2012).  Second, it allows for flexibility in instruction and communication.  As a blended model, there are opportunities for face to face meetings as well as online discussion.  I believe that a combination of both might be a solution to some of the problems surrounding online discussion forums as described by Dron, Seidel, and Litten (2004), Swan (2002), and Thomas (2002).  These problems include lack of buy-in by the student, and negative student perceptions of both the purpose and results of discussion.

As part of an assignment whereby I am tasked with with providing information to a training manager interested in improving communication between employees during training and the use of centralized content, I developed a single page information sheet to cover the main points to consider when converting a face to face training to a distributed, or blended format.  This document is available by clicking here.

To summarize, when considering converting a training program, there are several factors to take into consideration:

• Technology Needs and Specifications
• Changing Roles & Personnel Issues
• Community Building

Simonson, et al. (2012), discuss the various technological aspects of distributed and distance learning.  Beyond the server-side hardware and software needs, there will be issues such as security, access, and client-side software / hardware needs.   A company's IT department should be able to provide information on policy and available bandwidth and hosting options.

Next, there is the personnel aspect.  Simonson, et al. (2012) also bring up several considerations in regard to personnel.   The training will become more learner centered as the instructor takes on a role more similar to a facilitator or coach.  These changes need to be considered and discussed with human resources to ensure there are no labor violations or other concerns which may arise.

As an important aspect of distance learning of any kind, communication and community building must be addressed (Durrington, Berryhill, Swafford, 2006; Simonson, et al., 2012; Swan, 2002).  Without active involvement of a facilitator, the research indicates that communication becomes ineffective in an online situation.

Of primary importance, however, is the need for planning.  Dr. George Piskurich (Laureate Education, n.d.) stresses the importance of planning when converting a face to face course to online.  He recommends the use of storyboards and link charts to ensure the course flows.

In conclusion, planning and being aware of  how the change will affect staffing and resources will  be important when considering a change to distributed learning.  Being aware that it is just not as simple as shoe-horning existing content and practices into a different model will help with ensuring success (Simonson, et al., 2012).



References

Dron, J., Seidel, C., & Litten, G. (2004). Transactional distance in a blended learning environment. Research in learning technology, 12(2), 163-174.

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

Laureate Education (Producer). (n.d.). Developing online courses [Video file]. Retrieved from https://class.waldenu.edu

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

Swan, K. (2002). Building learning communities in online courses: The importance of interaction. Education, Communication & Information, 2(1), 23 - 49.

Thomas, M.J.W. (2002).  Learning within incoherent structures: the space of online discussion forums.  Journal of Computer Assisted Learning, 18, 351 - 366.

Open Learning

Recently, I decided that it would be beneficial to both my personal development and my career if I resumed my study of French.  Given my course load as both instructor and student, I could not take a course at the local college as all offerings were face to face.  Because I am aware of open educational resources through my job, I decided to see what could be found on the Internet. 

Larive & Fleury Grammaire Francais

I regularly use resources from MIT's Open CourseWare site in the program I teach and am familiar with their methods.  However, there was nothing that fit with what I was looking for.  Further search led me to Carnegie Mellon University and the Open Learning Initiative (OLI).  As a student, I was thrilled! A quick look through the Elementary French I course site showed a clear set of objectives, learning objects, and all the resources I would need. 

Looking at this course now through the eyes of an instructional designer specializing in online course delivery, I can see why I had such a favorable response to the course design.

First impressions are important.  The overview of the course includes pertinent information about the course and what I, as a student, need to do to be successful.  Simonson, Smaldino, Albright, and Zvacek (2012), discuss the importance of both student readiness and attitude, as well as what is necessary for success.  I felt that the course overview page provided all of this, and did so prior to the learner entering the course.   The actual course site is set out in modules that are easy to understand.

On entering the course, the first activity is testing and configuration of the learner computer and browser to align with course requirements.  While Simonson, et al. (2012) indicate this as a student responsibility, they also warn against the digital divide, a socio-economic barrier to learning.  To OLI’s credit, the technology requirements are basic and allow for a number of open-source applications and operating systems.   

Slow - School

Following the information on testing and configuration is a “Before You Begin” module with an assignment and practice.  The “Information for user” module contains an introduction, conditions of use, readiness, resources for both students and instructors, French grammar guide, frequently asked questions, and credits.  The design of this linked syllabus is appropriate for a language course: the titles of the each lesson and activity is in French.  The site also has several different methods of navigation which allow the learner to move to specific vocabulary terms, conversations, and other course details.

The activities were what impressed me the most as both student and instructional designer.  The learner is able to listen to and watch contextual conversations by native speakers.   Included are facial expressions and body languages from places where French is spoken.  Practices include drills that help the student get a feel for not only the language, but also cultural idiosyncrasies. The course ware keeps track of activity completion, but also gives the student the ability to reset this activity tracker.

In Developing Online Courses, (Laureate Education (Producer), n.d.) the narrator discusses the process of developing a storyboard and a site map where a course is completely planned out from the introduction to the final exam.  This course demonstrates that level of planning.  The course flow and the inclusion of detailed navigation give this course a very intentional and well-planned feel.  It doesn’t feel like shovel ware  (Simonson, et al., 2012), but rather like it was created specifically to be taught online. 

In my own practice, I try to emulate this level of planning.  If a student can enter a course site and find everything she or he needs in order to succeed, then I feel that I have been successful.

References

Laureate Education (Producer). (n.d.). Developing online courses [Video file]. Retrieved from https://class.waldenu.edu

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

Choosing Technologies

The Need

Consider this scenario:

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules.  These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor.  The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant.  As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

If I were tasked with designing an instructional solution, I would need to investigate the distance learning technologies that would best fit this need.  Before examining specific technologies, it is important to distill the overall requirements to list out the basic requirements, some of which are not explicit in the scenario:  

• stand-alone modules
• asynchronous delivery
• interactive learning
• engaging
• assessments that demonstrate learning
• record keeping

The use of Internet- or intranet-based training would assure that the training activities would be available to any shift at any time and in any location.  The choice of Internet or intranet would depend on whether or not it is desirable to allow employees to access the training outside of the work environment.  The most important technological issues revolve around the creation of interactive content, assessments, and record keeping.  Record keeping is important in this scenario given the company's poor safety record.  To show measurable improvement in the safety record as a result of the training would be beneficial.  

Interactive content should allow learners to practice and self-assess their progress throughout the module.  The use of simulations to create scenarios will demonstrate the learner’s ability to safely navigate the plant floor with heavy machinery as well as demonstrate their ability to react in prescribed manner to specific situations.  Per Simonson, Smaldino, Albright, and Zvacek (2012) such simulations, while technically complex, are effective methods and depending on the technology used, can allow for retention of performance data for review by supervisors.

The Tools

Articulate Storyline

Articulate Storyline offers the tools necessary to provide engaging and interactive content as well as assessment.  As an example, the Accident Investigation Demo is engaging, not only from an entertainment point of view, but in the way it presents information and highlights important notes or tips.  Section 2 in particular demonstrates the use of interactive practice for self-assessment and learning.  In this section, a correct answer provides an example photograph and a reinforcing comment while an incorrect answer provides a comment as to why the answer was incorrect and then proceeds with a similar response as if correct and continues.   The Broken Co-Worker  provides an interactive scenario where a series of inappropriate responses by the learner will ultimately lead to a screen that offers hints on how to better handle the situations and returns the learner to start of the scenario.  The learner must work through the scenario until the correct responses are made and the main character effectively handles inappropriate behavior in the workplace.  The use of branched-programmed assessment allows for those who possess the knowledge to move forward while those who do not to receive additional instruction (Simonson, et al., 2012). 

Watershed LRS

Watershed LRS is a learning record store (LRS), which is defined at the Watershed website (2014) as something which “collects people’s learning experiences from many different sources and presents them in a meaningful way.”  However, why stop at just the shift supervisors when it comes to assessment data?  Why not take the data and to determine the overall effectiveness of training? While Simonson, et al. (2012) primarily address the use of distance learning in the educational system, it is worthwhile to note their quality control concerns are just as applicable to a corporate setting.   A tool such as Watershed would be able to provide an overall picture of the effectiveness of training activities across an entire corporate setting, not just a single shift.  It could even be configured to compare results between shifts.   For this company, with its poor safety record, the ability to demonstrate an overall improvement could be beneficial.

The Conclusion

What I like the best about these two technologies is that they offer a great deal of flexibility.  Articulate Storyline allows for very professional and engaging learning objects while Watershed LRS provides a way to keep track of diverse training activities.  Creating engaging and interactive learning objects doesn't guarantee that they are meeting the needs of the company, but a tool which can integrate analytics from a variety of learning activities can. 

Links to Demos & Videos

Demo of Interactive Content
Demo of Scenario-based Interactive Content

Video about Watershed LRS

References

Rustici Software. (2014). Watershed LRS. Retrieved from What is an LRS?: http://site.watershedlrs.com/what-is-an-lrs/

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

My Personal Evolution: Distance Education

My definition of distance learning has evolved over the years.  In 1987, I defined distance learning as a correspondence course taken from Western Washington University.  In 1999, I defined distance learning as an online self-paced course taken from Chemeketa Community College.  In 2005, I defined distance learning as USB-based courses offered by a Washington community college.  By 2010, I defined distance learning as a combination of satellite, video-streamed, and interactive online courses taken from Old Dominion University.  Now, in 2014, my definition of distance learning has expanded to include all these and more.  To me, distance learning is just that – learning at a distance.  The medium can be a USB drive or a CD-ROM.  It can be an online syllabus, drop box, and learning materials.  It can be synchronous or asynchronous.  

Something that has guided my definition of distance learning is my role in the process.  As a student, distance education was a convenience.  At Chemeketa Community College, I enrolled in online courses only because there were no seats available in grounded courses.  In retrospect, I can see the benefit of a college offering an online version to help meet the demand without the cost of creating on-campus sections.  (Moller, Foshay, & Huett, 2008a).  My opinion of distance learning, however, was forever changed by my experience with Old Dominion University (ODU).

As a means to an end, distance learning was barely adequate.  The courses I had online were difficult and lacked engagement on the part of the instructor.  It was nothing more than a web-based self-study course.  However, with ODU, I experienced online courses where the instructor was a presence upon which one could rely for guidance.  Other courses were delivered via video streaming or satellite and supplemented with the use of a learning management system.  At the time, I was unaware of the concept of instructional design, but after a year of study, I now understand why the distance learning experience at ODU was enjoyable and engaging.  In my current position, the quality of distance learning courses is negatively affected by the lack of instructional design support given to faculty (Moller, et al., 2008a).  

As an instructor, my definition of distance learning took on a new depth.  Rather than viewing it only as a means to an end, I view it as an opportunity to explore and develop new ways of presenting the same information.  I learned early in my career to be very careful of making too many assumptions about the students and their abilities and attitudes.  I also discovered that I had fallen into the trap of thinking that what works in the classroom would work at a distance.  I have learned, however, that it must be approached with a more open attitude and a willingness to try new ways of communication, assessment, and content delivery (Moller, et al., 2008a).  I continue to learn and grow and as I incorporate best practices into my distance learning courses, I am seeing an increase in student engagement, achievement, and satisfaction.

Over this week, my definition has evolved.  A concept of which I had previously not considered was introduced via Simonson, Smaldino, Albright, and Zvacek (2012).  This concept was distance teaching.  While it is simple to make the intellectual leap from distance learning to distance teaching, it struck me as an important distinction.  As an educator and a budding instructional designer specializing in distance education, this simple term shifts my perception from a learner’s perspective to a learner-centered perspective.  As a learner, my definition was driven by my needs and experience.  As an educator and instructional designer, my definition must be driven by the needs and experiences of my learners and tempered by sound instructional practices.

For the future, I see distance learning becoming more grounded in research-based principles.  Currently, much of the research on the efficacy of distance learning has been formulated by comparing it with campus-based learning (Moller, Foshay, & Huett, 2008b).  The application of evidence based practice as described by Clark and Meyer (2011) will ensure methods and practices that have been shown to work through research will be utilized in the design of instruction for distance learning.  Rather than relying on the latest technology and fads, instructional design for distance learning can become a serious field that is rooted in sound educational practices (Moller, Foshay, & Huett, 2008b). 

In closing, I think that this shift towards a more evidence-based practice in coming.  Nearly the entire July/August 2014 issue of TechTrends was devoted to online doctorate programs in instructional design and educational psychology.  Significant increase in the use of research in professional settings as well as increases in confidence and leadership skills have been indicated (Kumar & Dawson, 2014).  From this, I see evidence that distance education can be meaningful and have a positive impact on the field of instructional design, rather than be just a simple and convenient means to an end.

My perceptions and priorities in distance education - as educator and student.

References

Clark, R. C., & Meyer, R. E. (2011). E-Learning and the science of instruction (3rd ed.). San Francisco, CA: John Wiley & Sons, Inc.

Kumar, S., & Dawson, K. (2014). The impact factor: Measuring student professional growth in an online doctoral program. TechTrends, 58(4), 89 - 97.

Moller, L., Foshay, W. R., & Huett, J. (2008a). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66 -70.

Moller, L., Foshay, W. R., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K-12). TechTrends, 52(5), 63 - 67.

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

Distance Learning (EDUC 6135)

Welcome and if you are here from the Distance Learning course and need to comment, this is the place for that!

I am looking forward to another great term!