Introductory Message for EDUC 6145

Hi Everyone!

I am excited to be taking a course in project management.  This course hits close to home, as I am responsible for developing training for teachers in the use of technology in the classroom in the upcoming school year.

I look forward to working with all of you and am glad that there are so many familiar people in the class.

Reflection on Current and Future Perceptions of Distance Education

My Perceptions of Distance Education in the Future

            I believe, as Dr. Siemens (2010) states, that distance learning is and will continue to increase in acceptance in society.  Research shows that 96% of interviewed gatekeeper employers prefer candidates with a traditional degree over those with an online degree (Adams & DeFleur, 2006, 38).  However, research also shows that workers are now required to have more skills to achieve higher earnings, more careers are requiring postsecondary education, and the unemployment rate is increasing the need for higher education (Betts, Hartman, & Oxholm, 2009, 15).  In 2010, the Sloan Consortium found that enrollment increased 21% from 2009 to 2010 in online education programs, while the overall enrollment in higher education only increased by 2% (Hessen, 2011, Online Education Continues to Grow section, para. 1).  As more professionals participate in and learn that distance education is just as rigorous as traditional education, distance education's reputation for quality should continue to increase.

Instructional Designers as Proponents for Improving Societal Perceptions of Distance Education

            As a proponent for improving societal perceptions of distance education, I will strive to develop methods to adequately evaluate distance education experiences.  To do this, I will always remember to take into consideration quality, needs assessment, return on investment, training and performance support, improving instructional systems design, and revising learning models as necessary (Moller, Foshay, & Huett, 2008a, 71). 

            I will also read and disseminate research on the quality of distance education.  More and more research is proving that distance education provides an equivalent or even superior education (Simonson, Smaldino, Albright, & Zvacek, 2009, 8).  By focusing on creating quality online learning experiences and continuing to explore new technologies and instructional opportunities, the public’s perception of distance education will improve as research proves that distance education is just as rigorous as traditional education.

How I Will Be a Positive Force for Continuous Improvement in the Field of Distance Education

            I recognize that, to be a positive force for continuous improvement in the field of distance education, I will also have to commit to continuous improvement in my own professional learning.  Training is essential for the success of distance education.  I will be sure to always update my knowledge and skills.  I will also be an advocate to provide training and support to all online instructors (Moller, Foshay, & Huett, 2008b, 69).

            In addition to training, other considerations that will affect the continuous improvement in the field of distance education include providing an adequate salary and workload for online instructors, giving online instructors intellectual property rights to their work, and providing a fair system for promotion and tenure of distance educators (Moller, et al. 2008b, 69).  In addition, I will advocate for institutions to invest in instructional design experts.  Instructors cannot be expected to do everything if they do not have the technical experience.  By making sure that the focus is on providing quality learning experiences created by experienced professionals, the quality of distance education should continuously improve.

References

Adams, J., & DeFleur, M. (2006). The acceptability of online degrees earned as a credential for obtaining employment. Communication Education, 55(1), 32-45.

Betts, K., Hartman, K., & Oxholm, C. (2009). Re-examining and repositioning higher education: twenty economic and demographic factors driving online and blended program enrollments. Journal of Asynchronous Learning Networks, 13(4), 3-23.

Hessen, P.  (2011, Jan. 7).  Distance education helps more students study science.  Retrieved from http://sloanconsortium.org/news_press/january2011_distance-education-helps-more-students-study-science.

Moller, L., Foshay, W. R., & Huett, J.  (2008a).  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.

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

Siemens, G.  (2010).  The future of distance education.  Laureate Education, Inc. (Producer).  Video.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.  (2009).  Teaching and learning at a distance: Foundations of distance education (4^th ed.). Boston, MA: Pearson.

Converting to a Distance Learning Format

There are many considerations that instructional designers or anyone who needs to convert a traditional course into an online course must take into account.  Planning an online course is essential to a successful learning environment.  All components need to be planned, developed, and tested before the course is ever offered.

Below you will find suggestions and tips on pre-planning strategies, ways to enhance courses in a distance learning environment, how the role of the trainer will change, and steps the trainer should take to encourage trainees to communicate online.  After all, interactive communication is the core of the online learning process.

The Impact of Open Source

Open Course Analysis

Capitalism:  Success, Crisis, and Reform with Professor Douglas W. Rae

http://oyc.yale.edu/political-science/capitalism-success-crisis-and-reform/

Before discussing the merits of this open course, I must note that the course is not being offered as an online class.  It is there to provide access to lectures to students who missed classes, provide examples to instructors from other institutions or to prospective students, or provide information for self-learning.  I will exam it from the perspective of self-learning.

Does the course appear to be carefully pre-planned and designed for a distance learning environment?  How so?

I was not impressed with this open course offering.  The course did not appear to be carefully pre-planned and designed for a distance learning environment for a self-learner  The only available resources were video-taped lectures.  While the lectures were offered in a variety of formats (transcript, audio, video), they did not follow good design principles.  At first, you could not hear replies from the students.  Shortly, the instructor did hand a microphone to the students, but the only view you had of the students were their backs.  To me, this is an example of dumping a traditional class onto the Internet without any consideration for the learners.

Does the course follow the recommendations for online instruction as listed in your course textbook?

The course does not follow the recommendations for online instruction as listed in the course textbook.  There is no provision for communication between the student and the instructor or other students.  There is no interactivity with the course materials.  The course does not provide access to the assigned readings.  The traditional classroom teaching was not retooled, just taped and put on the Internet.  Research has shown that lecture is the least effective strategy for teaching online.  The instructor does use visuals to illustrate the key concepts in the lectures.  There was a syllabus, but it was very short and did not provide learning goals, objectives, or outcome.  There are no activities for the online learner to complete except a survey to be completed at the end of the course.  There is no opportunity for group work, so there is no social environment which has be proven to be an essential component of the online learning experience (Simonson, Smaldino, Albright, & Zvacek, 2009, 127).

Since the university has no idea who will be accessing the course, there was no way for them to analyze the characteristics and abilities of the learners.  Through the survey, they may be able to compose a more accurate picture of the types of students that are interested in the course.  After reviewing this information, I hope the university will develop a learning environment that takes the needs of the learners into consideration (Simonson et. al., 2009, 129-130).

Did the course designer implement course activities that maximize active learning for the students?

The instructor did not alter the content at all.  Extraneous information was not removed.  More time should have been spent on determining the goals of the course and making sure that activities were developed to ensure that learning outcomes were achieved (Simonson et. al., 2009, 131).  At this point in time, there are no activities that maximize active learning for the students.  There is no collaboration between students, providing opportunities to discover other points of view and enhance the learning experiences (Simonson et. al., 2009, 130).  The only learning activity is viewing twenty-four, fifty-minute lectures.  There were no learning strategies or methods that are activity based.  There was no opportunity to engage in dialogue with subject-matter experts or other learners (Simonson et. al., 2009, 148).  Research has shown that online courses must provide interactive experiences that engage learners for the learning experience to be successful.  This is not an example of a successful distance learning environment.

References

Open Yale Courses. (2009).  Capitalism:  Success, Crisis, and Reform with Professor Dale W. Rae.  Retrieved from http://oyc.yale.edu/political-science/capitalism-success-crisis-and-reform/.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S.  (2009).  Teaching and learning at a distance: Foundations of distance education (4th ed.). Boston, MA: Pearson.