Reflection on Distance Learning

“The only thing that interferes with my learning is my education.”
   ~ Albert Einstein ~

Distance learning is something I never imagined myself participating in, yet here I am learning and even creating distance learning courses. I remember the excitement when my parents purchased our first television set back in the late sixties and we spent hours gazing at the black and white images on the screen. Today my eleven year old plays virtual games, chats with friends on Facebook and enjoys ‘visiting’ family overseas via Skype.

Like technology, distance learning is not only increasing in popularity, but is becoming more common place as the choice of training for many organizations around the world.

Siemens (n.d.) noted there is a growing shift towards online learning within the business world, government and universities. Why send employees off site to attend face to face training sessions when time and money could easily be saved by training online. Distance education allows remote offices within the same organization to attend simultaneous training without ever jumping on a plane.

Over the last few years, there has been a growing acceptance of distance education (Siemens, n.d.). This has been fuelled by more practical experience with new tools, an increase in online communication and the ability to communicate with diverse and global groups (Siemens, n.d.). Just as technology is ‘shrinking’ the world into the palm of our hand, distance learning may even replace all traditional learning by the time my daughter’s children are ready to learn.

As an instructional designer my focus is to ensure the learner is comfortable with learning, whatever the platform (Siemens, n.d.). I have a responsibility to design and create a “classroom culture that promotes shared learning experiences and teamwork” (Simonson et al, 2009, p.165). As an ambassador for distance education I believe anyone can learn online. Independent learners may thrive but so will others given I can incorporate activities that allow for collaborative learning. It is critical to remember that perception and attitude are critical to motivation and learning (Smart & Cappel, 2006).

My focus is to improve distance learning so participants will change their ‘perception and attitude’ from negative into positive and embrace online learning regardless of their age.

I work as a Paramedic Educator where negativity and ignorance towards distance learning thrives in the minds of many paramedics. My expanding experience as an instructional designer will allow me to work with them to create online programs that capture what they perceive as difficult and flip it into achievable. I can lead by example given I was once a ‘negative and ignorant’ street paramedic when it came to distance learning.

References

Siemens, G. (n.d.) Video Program: "The Future of Distance Education" Lecture presented for Laureate Education, Inc. Retrieved August 20, 2011, from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7867857&ClientNodeID=984650&coursenav=1&bhcp=1

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

Smart, K.L. & Cappel, J., J. (2006). Student’s Perception of Online Learning: A Comparative Study. Retrieved August 20, 2011 from:

http://jite.org/documents/Vol5/v5p201-219Smart54.pdf

Best Practices Guide for DL

Best Practices Guide for DL

Distance learning has improved significantly over the past decade allow more interaction among learners and enhanced activities.

The following tips will help guide trainers convert classroom modules into successful online versions (Durrington et al, 2006).

Points for facilitators to remember:

      Ensure courses are highly interactive

      Be supportive and respectful

      Develop a discussion forum similar to questions and answers sessions that occur naturally in a face to face session

      Respond to student’s questions in a timely fashion

      Incorporate students names in correspondence as it helps personalize communication

      Establish criteria guidelines for discussion postings

      Develop content material that will generate student interactivity

      Consider incorporating student-moderated discussions to increase communication levels

      Keep group numbers small for discussion (6-7) to avoid overwhelming learners

      Be prepared in case technical problems occur (i.e. students can not access the material)

Some online activities to consider when converting classroom courses to online version (Simonson et al, 2009)

      Discussion forums

(See Example attached)

      Interactive study guide ( “a structured note taking system that leads the learner through a series of concept”, p.207)

Example-

XAMonline IntelliGuide.(2011). Interactive Study Guides for Teacher Certification.

http://www.youtube.com/watch?v=P2vWy1M3urg

      Podcasts

Example- K12 Handhelds(n.d.)

http://k12handhelds.com/podcastexamples.php

      Blog

Example- Piechnick (2011) How to set up a Blog, by using Wordpress.

http://websitesetupguide.com/basic/blog-wordpress.htm?gclid=CLulypWX0KoCFQPrKgodcT1ycA

      Videos

Example- Ask the Builder (2007). How to make a video.

http://www.youtube.com/watch?v=3zFePU1uvtc

      Virtual Learning

Example- EdHeads (2011). Virtual Hip Replacement Surgery.

 http://www.edheads.org/activities/hip/index.shtml

References

Ask the Builder (2007). How to make a video. Retrieved August 14, 2011 from:

http://www.youtube.com/watch?v=3zFePU1uvtc

EdHeads (2011). Virtual Hip Replacement Surgery. Retrieved August 14, 2011 from:

 http://www.edheads.org/activities/hip/index.shtml

Piechnick (2011) How to set up a Blog, by using Wordpress. Retrieved August 14, 2011 from:

http://websitesetupguide.com/basic/blog-wordpress.htm?gclid=CLulypWX0KoCFQPrKgodcT1ycA

K12 Handhelds(n.d.) Podcasting Examples. Retrieved August 14, 2011 from:

http://k12handhelds.com/podcastexamples.php

                               

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

XAMonline IntelliGuide.(2011). Interactive Study Guides for Teacher Certification. Retrieved August 14, 2011 from:

http://www.youtube.com/watch?v=P2vWy1M3urg

Converting to a Distance Learning Format

Scenario: A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

Best Practices Guide for Distance Learning

     Transitioning a face to face training program into a blended learning format takes careful planning not only from the trainer’s viewpoint, but also from the learner’s aspect (Simonson et al, 2009). Students in a face to face session typically attend classes at the scheduled times and locations predetermined by the program. Blended learning allows learners to learn via various online activities while still attending “actual seat time” in a conventional face to face course (Simonson et al, 2009, p.233). The trainer needs to perform an analysis of his/her learners and determine the technology tools that best match the objectives of the course. Given communication has been a struggle in the classroom sessions the trainer needs to incorporate tools which encourage communication among his learners.

     A course management system will enable the trainer an opportunity to provide learning resources such as discussions and testing outside of the normal classroom sessions (Simonson et al, 2009). ‘Dumping’ the existing materials into an online format is not an effective process given additional activities need to be incorporated to engage the online learner. The course syllabus will assist the trainer with determining which modules will be best suited for the online modules while keeping some of the face to face modules interesting. Allowing trainees to view all training materials online is a good concept if the online version does not lose the content when converted.

     The trainer plays a different role as an online facilitator compared to the traditional classroom setting. Simonson et al (2009) noted the classroom trainer transitions from:

• Lecturing to coaching
• Taking attendance to logging on
• Textbook focused to customized materials

     Simonson et al (2009) noted 12 ‘golden rules’ when using technology to design and develop distance education. They include:

• Good teaching matters (quality design is important)
• Each medium has its own aesthetic
• Education technologies are flexible
• There is no ‘super – technology’
• Make all four media available to teachers and learners (print, audio, television, computers)
• Balance variety with economy
• Interaction is essential
• Student numbers are critical
• New technologies are not necessarily better than old ones
• Teachers need training to use technology effectively
• Teamwork is essential
• Technology is not the issue

*Attached is a Best Practices Guide for the trainer for utilize

References

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. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.