Theme 1: Utilize all technology, don't shut down creativity by denying students. This course definitely emphasized this theme. While the main focus was distance education, the idea was very clear that through distance we still utilize a variety of technology to engage the students and keep them wanting to learn.
Theme 2: Distance learning is and will be an essential part of the education system. As evidenced in the reflections below, distance education is not just for the school system. Every profession can utilize technology to carry education to its employees. In the education system, the structuring of classes is essential to keep students, especially younger students, comfortable and engaged.
Theme 3: Professional development for teachers needs to be continuous and offered in variety to allow for teachers to find comfort with technology and also learn it is okay to not know everything. Distance education opens the varieties of professional development available to teachers. Taking courses online helps us experience what our students experience and learn best practices.
Theme 2: Distance learning is and will be an essential part of the education system. As evidenced in the reflections below, distance education is not just for the school system. Every profession can utilize technology to carry education to its employees. In the education system, the structuring of classes is essential to keep students, especially younger students, comfortable and engaged.
Theme 3: Professional development for teachers needs to be continuous and offered in variety to allow for teachers to find comfort with technology and also learn it is okay to not know everything. Distance education opens the varieties of professional development available to teachers. Taking courses online helps us experience what our students experience and learn best practices.
LT 741 Distance Education
All of the reading and philosophy behind this class was amazing. I went from a topic I did not care much about to realizing that I better care about this topic. I wanted to more on the network administration side of technology and honestly was thinking that distance education would not be a big deal in Sisseton. We had a few kids taking online courses. Then we lost two math teachers and all math above Algebra was taught online. I was so grateful that I had taken this class and could be an asset to the administration as we swam through this change in our school. this class gave me so much information to help with the transitioning in our school and reasoning to share with my board on the pros and cons of the current situation.
Reflections on Readings
What are the three most important points (ideas or concepts) made in the chapters or articles so far that give credibility to distance education (trustworthiness and reliability of the quality and value of distance education)? What have you read in research to support that distance education is a good thing for learning or that distance education is a reliable way for adults to obtain a degree.
Distance Education has gained credibility over time, technology, and research. Distance education has been around for many years since the late 1800s. As it has changed and technology has advanced, it has become even more credible. Student –teacher interactions have been a part of this change. Finally over these years, researchers have studied the idea of distance education and found credible data to support the idea. Distance education is an effective way to learn.
Distance education started in the late 1800s. “Eminent historian Frederick Jackson Turner ran the correspondence program of the University of Wisconsin in the late 1800s.” (Simonson, 2012, p. 10) Correspondence courses were one of the first types of distance learning. Examples from around the world show the growth of distance education over time. Anadolu University in Turkey was created in 1981 as a way to reach out to the citizens. Turkey recognized the need to reach students who could not leave jobs to come to a university (Simonson, 2012, p. 14) In China during the late 1970s early 1980s, a national program developed. The growth in population made in more cost effective to teach at a distance. (Simonson, 2012, p. 15) These are just examples of how distance education has proven to be a benefit over time. It is a way to bring education to more people.
Technology has also proven to aide in the credibility of distance education. As technology has advanced and we have gone from mail in correspondence courses to interactive technology based courses, people have given distance education more credibility. In a scenario of a distance education classroom, the classroom is seen as rich in technology and teachers are responsible for overseeing learning centers. In this scenario, learners are held responsible for learning. The multimedia instruction is robust and varied to meet individual needs. (Simonson, 2012, p. 14) Holmberg has a “Theory of Interaction and Communication.” His theory supports technology in distance education and gives it credibility. His theory shows “that distance teaching will support student motivation, promote learning pleasure, and make the study relevant to the individual learner.” (Simonson, 2012, ps. 48-49) The use of technology as a communication tool to span the distance is a way for the teacher to keep the lines of communication open and connect with the students. This leads to the thought of technology as the delivery method. In “DEVELOPING A FRAMEWORK FOR RESEARCH IN ONLINE K-12 DISTANCE EDUCATION” by Michael Corry and Julie Stella, delivery is noted as one of the nine essential components of a framework for distance education. They discuss a variety of delivery methods. Online learning (synchronous or asynchronous) is one method. “Many researchers have explored whether online distance education is comparable to face to face, and it is generally understood that there is little or no difference.” (Corry, 2012, p.9)
Finally, research has given credibility to distance education. As distance education has stayed and grown, research has been growing as well. In the past “the benefits of virtual schooling have been largely reported based upon the perceptions of those involved in the delivery of virtual schooling and not based upon robust research. (Barbour & Reeves, 2009, p. 407)” (Corry, 2012, p. 2) The development of a framework for research has become important. Corry and Stella give nine components of that framework:” learners, teachers, materials, delivery, methodology, evaluation, administration, international, and history.” (Corry, 2012, p.1) Much emphasis has been placed on research to prove the value of distance education and give it credibility. As technology changes and changes the delivery of distance education continual research will be need to prove credibility.
Four important responsibilities of students taking a distance education class:
When deciding if distance education is the right choice for learning, a potential distance education learner needs to consider many things. The learner should think about how they best learn and how they will be successful in a distance environment. He or she needs to be aware of what the responsibilities of choosing distance education include. Four important areas of consideration include time, communication, participation, and technological requirements.
Time is of key importance when deciding on distance learning. “Students need to be aware of their responsibility related to distance class time and how to best balance their personal time.” (Simonson, 2012, 229) Students need to take time into consideration when choosing a class. Two types of classes to consider are synchronous and asynchronous classes. “Synchronous class time is similar to the on-campus, face-to-face arrangement familiar to many students.” (Simonson, 2012, 229) By choosing a synchronous class, a student has dedicated a set amount of time to meet with the class. The student still has the responsibility of time management when it comes to homework completion. The other option is choosing an asynchronous class. This class does not have a specific meeting time. Students need to set a schedule and arrange their own time on a regular basis. Simonson notes, “The time selected is not important. What is important is that students log in to the course and complete the class activities on a regular basis.” (Simonson, 2012, 230) In an asynchronous class, the sole responsibility of setting up time for the class lies with the student.
Communication is another factor to consider when deciding if distance education is the right choice. Students need to take the initiative to communicate with their teacher and other students in the class. Knowing the avenues available for communication is important. The instructor of the distance education class is responsible to giving the details for communication to the students. Communication formats can include email, phone contact, or various course management tools. When communicating, students need to make sure they provide clear information. Include items such as full name, course name, and specific questions so an instructor has references of why you are communicating. (Simonson, 2012, 230)
Participation and attendance is important to being successful in distance education. Students need to make a commitment to the class. If a class is synchronous, a student should be in attendance at each class meeting. If unable to attend, it is the student’s responsibility to get the information from class and stay current with assignments. A student could request a recorded copy of the class. (Simonson, 2012, 231) “Class participation, be it traditional class or distance class, always enhances learning for students.” (Conrad &Donaldson, 2004) Instructors will use different strategies to engage the students. The students need to be responsible to themselves and the class to engage in these strategies. In an asynchronous class, students need to be aware that they have timely responsibilities to class participation. “Logging in to the class the night before the final due date for postings is not contributing to dialog.” (Simonson, 2012, 232) Students need to remember their commitment to the class and participate appropriately.
Finally, technology requirements are a key responsibility that students need to think about. When choosing a distance education class, students need to consider the technology used for the class and know how to use the technology for that class. If special technology is needed for a class, “The student may be required to attend special workshops or classes just to prepare for this type of class.” (Simonson, 2012, 233) It is the student’s responsibility to have access to the technology needed. If a technology problem occurs, the student needs to communicate with the instructor of the class and find a way to continue with the class until the problem is solved. Especially in distance education, a student has to be responsible for technology issues. An instructor may not know there is a problem unless the student addresses the issue. (Simonson, 2012, 234)
Students have much responsibility when deciding to take a distance education course. Students should always have responsibility to their education, but in this case, it is essential to be successful. Before deciding to take a distance course; consider time, communications, participation, and technology needs.
Teachers as Facilitators:
The teacher as facilitator for distance education is important to the success of a distance education class. The teacher needs to be available to students and have the course planned out but cannot be the center of the class. The students need to take on the responsibility for learning. Different instructional strategies can be used to help set up success for students. Four instructional strategies that work well for distance courses would be discussions, small group work, self-directed learning, and projects.
Discussions work well for online or distance education classes. According to The Illinois Online Network (ION, 2010), discussion is favored the most by adult online learners. It is a way for the learners to be interactive and communicate across the barrier of space. Discussion boards are central to classes giving learners the opportunity to share their knowledge and also to learn from others. When planning for distance instruction, Simonson states that interactivity at all sites is a key concern. (Simonson, 2012, p. 153)
Small group work is another good strategy for distance education. Group work is another way to grow the social environment of the distance class. (Simonson, 2012, p. 153) A group of students from different locations could use course management software as a platform in work together. Chat rooms and sharing features available in the platform allow the students to collaborate on a project, presentation, discussion, etc.(Simonson, 2012, p. 184-185) The ION discusses the advantage of using small group work to bring students together synchronously by time zones, if that would be an issue. It gives students the chance to share ideas together before bringing them to the entire class.
Self-directed learning is another strategy that is used in distance education. It is a good strategy for the self-motivated student. (ION, 2010) Self-directed learning can take on different forms. The key is it is student centered. The student is accountable for what is learned. This strategy would work best in the “Branched-designed instruction” method. (Simonson, 2012, p. 170) This method has students working at their own progression. The can move forward in lessons or backwards for remedial work. A student could work at his/her own pace and needs.
Projects are the fourth strategy chosen for discussion. “Online projects give students an opportunity to pursue their special interests and can be done individually or within groups. Projects also provide students with practical experience and a sense of accomplishment.” (ION, 2010) Projects work well across distance and time because again the student is held accountable for learning.
There are many strategies that can work well for distance learning. These four work very well. They can also be used together with great success. As long as the instructor remembers that he/she is the facilitator and focuses learning on student activity, the students will have the platform for success.
Illinois Online Network. (2010). Instructional strategies for online sources. Retrieved from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
Course Management Systems:
Should a school set a course management system that all teachers would utilize when teaching distance courses, or should teachers be allowed to pick and choose from the Web 2.0 tools what they are most comfortable with? If an administrator or school board asked for my opinion, I would have to say that based on what I have learned; my answer to the question is yes. There is room for both, but there is not room for just one. When teaching distance education, a course management system is a must, and web 2.0 tools enhance the educational experience.
“Developing a Framework for Research in Online K-12 Distance Education” by Michael Corry and Julie Stella states that there are nine components of the framework to making online education successful. Two of those components are materials and delivery. They state, “Course content, topics, delivery vehicles (software and course management systems [CMS]), and assessment tools create both opportunities and barriers in online distance education.” (Corry, 2012) The opportunity lies within the access to students and teachers. According to Corry and Stella, a CMS can help build “a more flexible, easy and convenient learning environment for teachers and students.” (Archambault et al., 2009; Chen et al., 2004)
A CMS is the platform for the course. This one location houses all the needed tools for the course. “Course management systems offer components that structure the resources for delivery. Built into the systems are such resources as the course calendar, announcements, assignment and discussion areas, student rosters, communications, Web links, and grade books.” (Simonson, 2012) The instructor of the course has everything in one location to run the course. The materials or tools are placed within the CMS and enhance the class. The CMS is a must have for organization and ease of use for the instructor and the students. The instructor organizes everything into one location. The students know where to find everything within that location. Plus, as Simonson states, “Also, because the CMS utilizes a Web-based format, the instructor and students can access it from any location where they can connect to the Web.” (Simonson, 2012)
The tools used in the class are also important, but they are not in place of a good CMS. Examples of Web 2.0 tools include blogging, Wikis, podcasting, YouTube, and social media. All of these can be brought within the CMS. In the assignments or communications links of the CMS, an instructor places assignments or discussion topics. These tools are added enrichment within these areas. This is how the instructor makes the class their own. “Blogging is a form of online reporting and journaling that gives anyone an opportunity to publish to the Internet.” (Simonson, 2012) An instructor can set up links to blog sites and leave access open for all to see, or blogging can be done within the CMS for class use only. Wikis are a group collaboration site. They are excellent ways for students to collaborate on written assignments or projects where they would compile information into one place. (Simonson, 2012) Podcasting is the process of making a video or audio recording and saving it for future viewing. (Simonson, 2012) Again this is done with outside technologies, even a student’s phone, but then is placed within the CMS for viewing of all in the class. YouTube and social media also are outside pieces used to enhance education brought into the CMS for ease of access. There are many tools that can be used to enhance education.
It is not an option of a course management system or Web 2.0 tools. It will take training within the schools to realize this, but the CMS is the platform. It has tools built into it, but that does not exclude the use of other tools. In South Dakota, course management systems have been made available to K-12 using Blackboard and higher education using Desire 2 Learn. (Gorder, 2015) The opportunity is there. Use the platform and bring the tools into it.
Copyright:
Copyright! Everyone thinks it is an ugly word. Who cares? No one will catch me. Wrong! Everyone should care. There is a reason for copyright. The reason is not to make life miserable and strain the brain. The reason is because when people put their hard work and creativity into a work, they deserve the right of protection of that work and not having it stolen by other people. Have you ever created something? Do you want everyone else stealing and taking credit for your work? No! We need to think about copyright and teach what it is and why it is important.
Copyright is an important issue. People who create works deserve to have those works protected. People make a living from their works. Illegally copying or taking credit for someone else’s work is not right. Copyright was enacted in the US in 1790. The law stated “copyright protection subsists in original works of authorship fixed in a tangible medium of expression…” (Simonson, 2012) copyright gives the holder the following exclusive rights: reproduction or the work, create derivative works from the original work, copy the work, perform the work, or display the work. (Simonson, 2012) This means the author or creator of the work has the rights to the work and others cannot use without permission.
Everyone needs to think about copyrighted materials and work to protect the rights of the holders. Education has the right to fair use of copyrighted materials for educational purposes. It is the obligation of the teachers to know what they are using and if they can use it. They need to have an idea of the criteria and try to follow it. In the article “Needs of elementary and middle school teachers developing online courses for virtual schools” by Oliver, Kellogg, Townsend, and Brady; teacher groups in a study noted that they needed guidance in how to prepare the courses. They could not incorporate the e-copies into the course without exceeding limitations. They could not upload their examples without breaking copyright. They also didn’t know if the students would all have access if materials were not online. (Oliver, 2010) Issues like these have to be thought of and proper procedures need to be followed to ensure protection of works and authors.
Education is key in protecting copyright. People need to be informed. Teachers and employers can talk to their groups about copyright infringement, fair use, and public domain to create awareness. A basic awareness can go a long way. Purdue University has a well-developed website, https://www.lib.purdue.edu/uco/CopyrightBasics/index.html, with a tutorial on copyright that can be shared to help grow awareness.
Copyright is important. It is not one sided. It is not you trying to get around the rules. It is protecting you and your works from other people taking them. Be responsible and learn your rights.
Assessment:
When teaching an online instructional technology course, are there three forms of assessment that stand out as best forms? There are many forms of assessment that can be used in this instructional setting. Looking at both summative and formative assessments; discussion posts (synchronous or asynchronous communication), multimedia projects, and research based papers would be three valuable forms of assessment for the class.
Why were these three forms of assessment chosen as important to this type of class? Simply, they span the realm of assessment. Simonson states that “assessment is defined as the process of measuring, documenting, and interpreting behaviors that demonstrate learning.” (Simonson, 2012, p. 263) The results of assessments then are used in various ways. They can be used to evaluate a program and offer ideas for improvement identify placement for students in programs, justify funding, and the most important give feedback to learners and teachers. (Simonson, 2012, p. 263)
Discussions, synchronous or asynchronous depending on the class, can be used in a variety of ways to assess learning. In an asynchronous discussion, “learners are given time to think about their responses, the contributions are apt to be more meaningful, on topic, and well organized…” (Simonson, 2012 p. 273-274) These discussions foster thinking throughout the class and provide an avenue for the instructor and classmates to give constructive feedback. Students often return to the discussion to reply to each other and read the replies to their initial posts. (Simonson, 2012, p. 274) This adds communication and thought to the class. In “Best Practices in e-Assessment” by Buzzetto-More and Alade, they reviewed other studies that showed “Good assessment serves multiple objectives (Searington, n.d.) and benefits a number of stakeholders (Love & Copper, 2004)” A result of the study was Kellough and Kellough (1999) seven purposes of assessment. The purposes were to improve student learning, identify strengths and weaknesses, improve teaching strategies and curricular programs, improve teacher effectiveness, provide useful administrative data, and communicate with stakeholders. (Buzzetto-More, 2006, p. 253) Discussions assess many of the areas. The discussions provide critical thought throughout the class for a solid basis of reflection.
Multimedia projects are an important form of formative assessment throughout a class and summative at the end of a class. Multimedia projects engage the students by allowing them to explore their creativity and also show their gained knowledge. By using multimedia projects throughout a course, the teacher can allow the student to create, giving the assessment the ability to function as a motivational activity and the instructor can identify areas of weakness or gaps that that need further instruction. (Simonson, 2012, p. 264) The use of multimedia projects has become easier with CMS and drop box capabilities for submission. (Simonson, 2012, p. 277) Used at the end of the course, multimedia projects can incorporate all the learning objectives for a summative assessment.
Finally papers are an important assessment tool. Writing a paper allows a student to share knowledge that has been gained. By adding the research/review of literature aspect, the student is held responsible for the readings in the course and correctly interpreting and using what has been learned. One fear in papers is plagiarism. In “Best Practices for Assessment in Online Classes” (http://www.winthrop.edu/uploadedFiles/onlinelearning/BestPracticesForAssessmentInOnlineCourses.pdf), the final guideline is to use a plagiarism detection tool when assigning papers. The help against plagiarism keeps the validity of the paper intact. The student does the work and show cases the knowledge, with the understanding that there is a check system. The instructor can have more trust in the student.
There are many important forms of assessment for courses. The three chosen assessments of discussions, multimedia projects, and papers give a well-rounded combination. They serve both formative and summative. They allow for creativity and critical thinking. They allow for communication and collaboration. These three work well together.
Starting an Online Program:
Starting an online program in your school? Remember to look at all aspects and stakeholders before jumping into the program. When starting or working in online/distance education, teachers, students, and administrators need to work together to form a plan that will work for everyone. From the teacher perspective, three essential pieces to the puzzle include professional development, course management systems, and continued evaluation of teachers and courses.
Professional development is a key issue in developing online courses. Just like teachers need continued professional development in a face-to-face classroom, they also need continued development for online classes. The Indiana Partnership for Statewide Education developed guiding principles for those teaching at a distance. One of the principles is “appropriate professional development experiences.” (Simonson, 2012, p. 174) In a 2008 article “Needs of Elementary and Middle School Teachers Developing Online Courses for Virtual School”, the North Carolina Virtual Public School (NCVPS) developed their first online courses. Evaluation after the initial process showed that the teachers in the project wanted more professional development. “The second and most pervasive them across all groups was that of professional development and advanced training needed in order to complete a robust course design.” (Oliver, Kellogg, Townsend, & Brady, 2015, p. 9) Teachers want and need time to plan and experts or other professionals to bounce ideas off of. The NCVPS group wanted training in the summer with time to integrate the concepts learned. (Oliver, Kellogg, Townsend, & Brady, 2015, p. 9)
Course management systems (CMS) are the second essential topic for teachers. “Course management systems offer components that structure the resources for delivery. Built into the systems are such resources as the course calendar, announcements and discussion areas, student rosters, communications, Web links, and grade books.” (Simonson, 2012, p. 205) Having all of these resources in one area add another major benefit; there is less chance for loss of materials. (Simonson, 2012, p. 205) Another reason for CMS is organization. Essential to distance learning is clarity for students. On a CMS, the instructor can place the course syllabus and weekly schedules. Weekly schedules would include items like due dates, topics for the week, learning outcomes, identification of readings and activities, schedules for assignments and assessments, discussion questions, etc. (Simonson, 2012, p. 134) This tool is a key element to the success of online or distance classes.
Finally, teachers want evaluation and feedback. Evaluation of the course and of the instructor give information for change. Feedback gives description for change and possible ideas. Simonson discusses Kirkpatrick’s four levels of evaluation and Phillip’s fifth evaluation level. This form gives detailed information on how to improve the class. Ask the following questions: Did they like it? Did they learn it? Will they use it? Will it matter? Then evaluate return on investment. (Simonson, 2012, p. 349-350) Teachers want to know what is working and what could work better. The North Carolina Virtual Public School group stated that feedback and encouragement was essential to the process of developing a course. One group stated that emotional support is important during the development stage. (Oliver, Kellogg, Townsend, & Brady, 2015, p. 7) “On a follow-up survey, 70% of teachers agreed or strongly agreed that getting regular feedback on their team’s course development was important to the success of the course.” (Oliver, Kellogg, Townsend, & Brady, 2015, p. 7)
These three key issues to distance education course development and implementation all have one commonality: support. People don’t want to be on an island doing things by themselves and hoping it is being done right. They want the support and tools to do it right. Professional development, course management systems, and evaluation/feedback give teachers the support needed to make their classes successful.
What are the most important factors to a successful distance course?
There are many pieces that need to fit together well in order to have a successful distance education experience. When looking at setting up a new course, the six pieces, in order of importance, that are essential to success would be the instructor, teaching and learning, developing a community or learners, the student, implementation of the course, and technology use.
The teacher is the first essential piece to successful distance learning. As Simonson states, “One very important issue is that the instructor is ‘ready’ for the course to begin.” (Simonson, 2012, p. 163) Without starting with the instructor, the rest of the pieces have no foundation. The instructor is key. He or she has to plan carefully for the course, seek professional development to know best practices, ensure appropriate incentives or rewards during the class, create the appropriate activities for the class, and communicate with the students. (Simonson, 2012, p. 174) The teacher has to be motivated to keep the class running and successful.
Teaching and learning is the second essential element of success in distance learning. The course has to have structure. There needs to be set curriculum, syllabus, and mode of communication. According to Dick et. al., 2009, “A critical part of the process is to consider the components of a successful learning system.” (Simonson, 2012, p. 152) The teacher decides what system works best for the class. Using a Course Management System (CMS) is an important way to set the teaching and learning environment. Components of the CMS include the management area where the syllabus, calendar, announcements, instructions, objectives, and glossary are located. CMS also include space for readings, presentations, communications, group project work, assessments, assignment submission, tools for the class, and system statistics. (Simonson, 2012, 184-186) The setup of the course is essential to success. The CMS is an excellent way to manage teaching and learning.
Once you have a teacher and a course set up, the next essential step is setting up a community of learners. “Ouzts (2006) found that student perceptions of community related to increased satisfaction toward online learning.” (Simonson, 2012, p. 72) In setting up the community of learners, the teacher needs to make clear the expectations. Students need to know how and when it is appropriate to contact the instructor. The students need to be clear in their communications on who is contacting the instructor and what is needed. A sense of community is also established through communication with other students. This can be done through the course management system by initiating discussions or group work. (Simonson, 2012, p. 230)
Communication then leads to the next essential element, the student. Knowing the student is essential. The instructor needs to understand the intent of the student to plan for the class. (Simonson, 2012, p. 219) “Knowing the students in a class provides the instructor with an understanding of how to best approach instruction to ensure an optimal learning experience for all.” (Simonson, 2012, p. 219) The instructor has to find a way to get to know the students and know their prior knowledge and technology skills to see the readiness for the class.
Implementation of the course is the fifth essential element to a successful distance course. Once the teacher sets up the course, defines the community, and understands the student; the teacher needs to make sure the class runs smoothly. In planning for this, the teachers should refocus a class. Make sure the presentations are visual and the learners are engaged. Illustrate key ideas; encourage interactivity; assign group work; plan for technical difficulties. (Simonson, 2012, p. 153) When implementing the class, time constraints can be an issue. Teachers need to focus on essential content and help students understand the goals and objectives of the class. (Simonson, 2012, p. 157-158)
The final essential piece to the puzzle is technology. The instructor needs to decide what technology will be used in the class. When selecting the technology, there are some guidelines to follow. First, assess the available technologies. What is efficient and effective for the course? Second, determine the outcomes for the learners. This will help in selecting appropriate technology for the class. Third, identify your students and their experiences. Pick the technology that is most appropriate and available to the students. Fourth, prepare for delivery. Set up the course with the technology for the best fit of the goals. (Simonson, 2012, p. 115-119)
All of these six essential pieces are needed for success. There may be a different way to rank them, but some need to be considered before others. The all need to be considered together if you want a successful online experience as instructor and student.
What is the future of distance education or online courses?
In her article “Best Practices in Distance Education: A Review,” Gabriel Nsiah states, “Education plays a significant role in shaping a nation, and the proliferation of Internet-based educational opportunities has expanded distance learning modalities to all parts of the globe.” (Nsiah, 2013) Education is a fundamental need for all people. It can change the course of people’s lives. Education brings economic growth. Everyone should be education. So, what is the future of distance education or online courses? The sky is the limit, but it does mean that people who cannot get an education now, will be given this opportunity.
Daphne Koller states in her TED talk that in 2012 people lined up for over a mile at a chance to get into one of a few open positions at the Johannesburg University. When registration opened, people were trampled to death. (Koller, 2012, video) The future of online/distance education is a way to bring death from competition to an end. People will not have to fight for positions in line. Stay at home moms can take courses online. Employees can continue their education on their own time and receive raises or promotions at their jobs. Education will be available for all. It can even be free. (Koller, 2012, video)
A 2012 statistic stated that ½ of college graduates do not get a job in their field of study. This is not the case in top academic institutions. Koller’s plan to make top classes available to everyone can level the playing field for all graduates. Websites like Coursera will host many classes for delivery anytime. The interactive program of the courses, provides feedback to students and a global awareness as they work with students from around the world. (Koller, 2012, video)
Distance education will not be limited to colleges and universities. K-12 education also will have distance education. Many states already have K-12 systems developing. In the article “Needs of Elementary and Middle School Teachers developing Online Courses for a Virtual School,” The North Caroline Virtual Public School (NCVPS) in 2010 started working on courses. (Kellogg, 2010) Other states are working in the same direction. Research is already being done on best practices for k-12 distance education. In the article “Developing A framework for Research in Online k-12 Distance Education,” Michael Cory and Julie Stella lay out a framework on the best way to approach distance education. The discussion centers around what is best for teacher, learner, and the institution. Many areas need to be considered before jumping into distance education. (Corry, 2012) distance education is a necessity. Rural America will be looking more to distance courses as classes are smaller, teachers are harder to find, and students demand the best and a variety of courses.
Distance education does will not be limited to institutions of learning. The medical field is already using distance education to consult with doctors, present seminars, and consult with patients. (Simons, 2012, p. 20-21) People will learn anyway that is available to them.
What are the five best practices in teaching distance education?
Teaching a distance education course is not as simple as throwing your notes online and telling students to read them and complete the assignment. There is much to consider when taking on the challenge of distance education. Five of the most important practices of setting up and teaching a distance course are planning, design, communication, assessment, and technology.
Planning:
Planning is the first step to teaching at a distance. According to “Best Practices for Online Instructors: Reminders,” the teacher needs to think differently. To have a quality online course, you cannot just take your conventional course and throw it online. (Simonson, 2012, p. 153; Fish, 2009)The teacher needs to decide what the essential content of the class is and then decide how to illustrate it online. Part of the planning also includes figuring out how to encourage interactivity of students, planning activities and assessments, and preparing for technical issues. (Simonson, 2012, p. 153) Along with planning the course, the teacher has to plan for the students. “Quality online courses adapt to student needs, provide meaningful examples, motivate students, and consist of instructors who express concern for student learning (Young, 2006).” (Fish, 2009) Finally, during planning, the teacher needs to think about the rigor of the course. The course needs to academically challenging while at the same time not overloading the students. (Fish, 2009)
Design:
The second best practice is design. An online or distance teacher has to have a well-designed platform for the class. This can be done through the use of a course management system (CMS). In the CMS the instructor has different areas to organize the course. The main page, course management, has areas for calendars, announcements, instructions, objectives, rosters, and glossaries. There are also areas for links to information for reading, links to presentations, course communication, group work space, assessment space, assignment submission, gradebooks, etc. (Simonson, 2012, 184-188) The whole course can be set up in one neat package using a CMS. In “Online Course Best Practices Checklist” by the Palomar College Academic Technology Committee (2012), course design is important enough to take 2 of the 6 sections of the checklist. Course Design and Organization is one area. It consists of ease of navigation, clarity of structure, chunking units, learning objectives, calendar, accessibility, links, and activities of the course. Also important to design is the Aesthetic Design, which consists of how the CMS looks: banner, color, contrast, white space, font. (Online Course, 2012)
Communication:
Communication is the third best practice. It is essential to a course. The teacher needs to set the tone for communication to students, from students to teacher, and between students. Simonson states that the instructor needs to be very clear. The instructor should tell the students how and when to contact him or her. The students need to know to provide specific information when contacting the instructor. When working student – to – student, manners are important. There needs to be a sense of community for a class to be successful. (Simonson, 2012, 230) Communication drives interaction and collaboration in the course. In a good course, student participation and expectations are clearly stated, announcements are provided by the instructor, and there is timely feedback and response to email. (Online Course, 2012)
Assessment:
Assessment is another essential area of best practice. Assessments need to be designed appropriately for the objectives of the course and students need to know how they will be assessed. (Simonson, 2012, p. 202) a model for use of assessment for a three-credit course would be 1 examination, 1 ten-page paper, 1 project, 3 quizzes, 3 small assignments, and graded discussion. (Simonson, 2012, p. 181) Some best practices for assessments include proctoring an assessment, giving timed tests, limiting the time frame, design questions in a way that they are not easy to look up the answer, use a variety of questions, deliver one question at a time, use a plagiarism device. (http://www.winthrop.edu/uploadedFiles/onlinelearning/BestPracticesForAssessmentInOnlineCourses.pdf) Finally, no matter what type of assessment is used, feedback is essential. “Providing support and a helping hand to students encountering difficulties were also highly appreciated, as were making students aware of remedial and educational support services for help. Students expressed satisfaction with instructors they perceived as accessible and concerned.” (University of Maryland University College)
Technology:
Technology is the last area of best practice. Technology use is essential, but it shouldn’t be overbearing. Use of appropriate technology is key. When selecting technology, assess what is available. Media can include audio, visual symbols, pictures, video, etc. Decide what is best for the situation. After assessing what is available, decide what to use based on learning outcomes. Identify your learners experiences and what will work best for them. (Simonson, 2012, 115-119) According to the Hanover Research Council (2009), some of the best considerations for online technologies include web pages where you can gather everything into the same location. Print material is a technology and should not be forgotten. Course readings on the Web give students 24 hour access to the course. Images help explain. Audio gives flexibility for busy students or those who are auditory learners. Video allows for face-to-face interaction. Overall, decide what works best for the situation and use it. Don’t use it because it is new and exciting, and don’t use everything available. It can be overwhelming.
There are many important pieces to online teaching. If a teacher considers these five best practices, he or she will be off to a good start for a successful class.
What are the three most important points (ideas or concepts) made in the chapters or articles so far that give credibility to distance education (trustworthiness and reliability of the quality and value of distance education)? What have you read in research to support that distance education is a good thing for learning or that distance education is a reliable way for adults to obtain a degree.
Distance Education has gained credibility over time, technology, and research. Distance education has been around for many years since the late 1800s. As it has changed and technology has advanced, it has become even more credible. Student –teacher interactions have been a part of this change. Finally over these years, researchers have studied the idea of distance education and found credible data to support the idea. Distance education is an effective way to learn.
Distance education started in the late 1800s. “Eminent historian Frederick Jackson Turner ran the correspondence program of the University of Wisconsin in the late 1800s.” (Simonson, 2012, p. 10) Correspondence courses were one of the first types of distance learning. Examples from around the world show the growth of distance education over time. Anadolu University in Turkey was created in 1981 as a way to reach out to the citizens. Turkey recognized the need to reach students who could not leave jobs to come to a university (Simonson, 2012, p. 14) In China during the late 1970s early 1980s, a national program developed. The growth in population made in more cost effective to teach at a distance. (Simonson, 2012, p. 15) These are just examples of how distance education has proven to be a benefit over time. It is a way to bring education to more people.
Technology has also proven to aide in the credibility of distance education. As technology has advanced and we have gone from mail in correspondence courses to interactive technology based courses, people have given distance education more credibility. In a scenario of a distance education classroom, the classroom is seen as rich in technology and teachers are responsible for overseeing learning centers. In this scenario, learners are held responsible for learning. The multimedia instruction is robust and varied to meet individual needs. (Simonson, 2012, p. 14) Holmberg has a “Theory of Interaction and Communication.” His theory supports technology in distance education and gives it credibility. His theory shows “that distance teaching will support student motivation, promote learning pleasure, and make the study relevant to the individual learner.” (Simonson, 2012, ps. 48-49) The use of technology as a communication tool to span the distance is a way for the teacher to keep the lines of communication open and connect with the students. This leads to the thought of technology as the delivery method. In “DEVELOPING A FRAMEWORK FOR RESEARCH IN ONLINE K-12 DISTANCE EDUCATION” by Michael Corry and Julie Stella, delivery is noted as one of the nine essential components of a framework for distance education. They discuss a variety of delivery methods. Online learning (synchronous or asynchronous) is one method. “Many researchers have explored whether online distance education is comparable to face to face, and it is generally understood that there is little or no difference.” (Corry, 2012, p.9)
Finally, research has given credibility to distance education. As distance education has stayed and grown, research has been growing as well. In the past “the benefits of virtual schooling have been largely reported based upon the perceptions of those involved in the delivery of virtual schooling and not based upon robust research. (Barbour & Reeves, 2009, p. 407)” (Corry, 2012, p. 2) The development of a framework for research has become important. Corry and Stella give nine components of that framework:” learners, teachers, materials, delivery, methodology, evaluation, administration, international, and history.” (Corry, 2012, p.1) Much emphasis has been placed on research to prove the value of distance education and give it credibility. As technology changes and changes the delivery of distance education continual research will be need to prove credibility.
Four important responsibilities of students taking a distance education class:
When deciding if distance education is the right choice for learning, a potential distance education learner needs to consider many things. The learner should think about how they best learn and how they will be successful in a distance environment. He or she needs to be aware of what the responsibilities of choosing distance education include. Four important areas of consideration include time, communication, participation, and technological requirements.
Time is of key importance when deciding on distance learning. “Students need to be aware of their responsibility related to distance class time and how to best balance their personal time.” (Simonson, 2012, 229) Students need to take time into consideration when choosing a class. Two types of classes to consider are synchronous and asynchronous classes. “Synchronous class time is similar to the on-campus, face-to-face arrangement familiar to many students.” (Simonson, 2012, 229) By choosing a synchronous class, a student has dedicated a set amount of time to meet with the class. The student still has the responsibility of time management when it comes to homework completion. The other option is choosing an asynchronous class. This class does not have a specific meeting time. Students need to set a schedule and arrange their own time on a regular basis. Simonson notes, “The time selected is not important. What is important is that students log in to the course and complete the class activities on a regular basis.” (Simonson, 2012, 230) In an asynchronous class, the sole responsibility of setting up time for the class lies with the student.
Communication is another factor to consider when deciding if distance education is the right choice. Students need to take the initiative to communicate with their teacher and other students in the class. Knowing the avenues available for communication is important. The instructor of the distance education class is responsible to giving the details for communication to the students. Communication formats can include email, phone contact, or various course management tools. When communicating, students need to make sure they provide clear information. Include items such as full name, course name, and specific questions so an instructor has references of why you are communicating. (Simonson, 2012, 230)
Participation and attendance is important to being successful in distance education. Students need to make a commitment to the class. If a class is synchronous, a student should be in attendance at each class meeting. If unable to attend, it is the student’s responsibility to get the information from class and stay current with assignments. A student could request a recorded copy of the class. (Simonson, 2012, 231) “Class participation, be it traditional class or distance class, always enhances learning for students.” (Conrad &Donaldson, 2004) Instructors will use different strategies to engage the students. The students need to be responsible to themselves and the class to engage in these strategies. In an asynchronous class, students need to be aware that they have timely responsibilities to class participation. “Logging in to the class the night before the final due date for postings is not contributing to dialog.” (Simonson, 2012, 232) Students need to remember their commitment to the class and participate appropriately.
Finally, technology requirements are a key responsibility that students need to think about. When choosing a distance education class, students need to consider the technology used for the class and know how to use the technology for that class. If special technology is needed for a class, “The student may be required to attend special workshops or classes just to prepare for this type of class.” (Simonson, 2012, 233) It is the student’s responsibility to have access to the technology needed. If a technology problem occurs, the student needs to communicate with the instructor of the class and find a way to continue with the class until the problem is solved. Especially in distance education, a student has to be responsible for technology issues. An instructor may not know there is a problem unless the student addresses the issue. (Simonson, 2012, 234)
Students have much responsibility when deciding to take a distance education course. Students should always have responsibility to their education, but in this case, it is essential to be successful. Before deciding to take a distance course; consider time, communications, participation, and technology needs.
Teachers as Facilitators:
The teacher as facilitator for distance education is important to the success of a distance education class. The teacher needs to be available to students and have the course planned out but cannot be the center of the class. The students need to take on the responsibility for learning. Different instructional strategies can be used to help set up success for students. Four instructional strategies that work well for distance courses would be discussions, small group work, self-directed learning, and projects.
Discussions work well for online or distance education classes. According to The Illinois Online Network (ION, 2010), discussion is favored the most by adult online learners. It is a way for the learners to be interactive and communicate across the barrier of space. Discussion boards are central to classes giving learners the opportunity to share their knowledge and also to learn from others. When planning for distance instruction, Simonson states that interactivity at all sites is a key concern. (Simonson, 2012, p. 153)
Small group work is another good strategy for distance education. Group work is another way to grow the social environment of the distance class. (Simonson, 2012, p. 153) A group of students from different locations could use course management software as a platform in work together. Chat rooms and sharing features available in the platform allow the students to collaborate on a project, presentation, discussion, etc.(Simonson, 2012, p. 184-185) The ION discusses the advantage of using small group work to bring students together synchronously by time zones, if that would be an issue. It gives students the chance to share ideas together before bringing them to the entire class.
Self-directed learning is another strategy that is used in distance education. It is a good strategy for the self-motivated student. (ION, 2010) Self-directed learning can take on different forms. The key is it is student centered. The student is accountable for what is learned. This strategy would work best in the “Branched-designed instruction” method. (Simonson, 2012, p. 170) This method has students working at their own progression. The can move forward in lessons or backwards for remedial work. A student could work at his/her own pace and needs.
Projects are the fourth strategy chosen for discussion. “Online projects give students an opportunity to pursue their special interests and can be done individually or within groups. Projects also provide students with practical experience and a sense of accomplishment.” (ION, 2010) Projects work well across distance and time because again the student is held accountable for learning.
There are many strategies that can work well for distance learning. These four work very well. They can also be used together with great success. As long as the instructor remembers that he/she is the facilitator and focuses learning on student activity, the students will have the platform for success.
Illinois Online Network. (2010). Instructional strategies for online sources. Retrieved from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
Course Management Systems:
Should a school set a course management system that all teachers would utilize when teaching distance courses, or should teachers be allowed to pick and choose from the Web 2.0 tools what they are most comfortable with? If an administrator or school board asked for my opinion, I would have to say that based on what I have learned; my answer to the question is yes. There is room for both, but there is not room for just one. When teaching distance education, a course management system is a must, and web 2.0 tools enhance the educational experience.
“Developing a Framework for Research in Online K-12 Distance Education” by Michael Corry and Julie Stella states that there are nine components of the framework to making online education successful. Two of those components are materials and delivery. They state, “Course content, topics, delivery vehicles (software and course management systems [CMS]), and assessment tools create both opportunities and barriers in online distance education.” (Corry, 2012) The opportunity lies within the access to students and teachers. According to Corry and Stella, a CMS can help build “a more flexible, easy and convenient learning environment for teachers and students.” (Archambault et al., 2009; Chen et al., 2004)
A CMS is the platform for the course. This one location houses all the needed tools for the course. “Course management systems offer components that structure the resources for delivery. Built into the systems are such resources as the course calendar, announcements, assignment and discussion areas, student rosters, communications, Web links, and grade books.” (Simonson, 2012) The instructor of the course has everything in one location to run the course. The materials or tools are placed within the CMS and enhance the class. The CMS is a must have for organization and ease of use for the instructor and the students. The instructor organizes everything into one location. The students know where to find everything within that location. Plus, as Simonson states, “Also, because the CMS utilizes a Web-based format, the instructor and students can access it from any location where they can connect to the Web.” (Simonson, 2012)
The tools used in the class are also important, but they are not in place of a good CMS. Examples of Web 2.0 tools include blogging, Wikis, podcasting, YouTube, and social media. All of these can be brought within the CMS. In the assignments or communications links of the CMS, an instructor places assignments or discussion topics. These tools are added enrichment within these areas. This is how the instructor makes the class their own. “Blogging is a form of online reporting and journaling that gives anyone an opportunity to publish to the Internet.” (Simonson, 2012) An instructor can set up links to blog sites and leave access open for all to see, or blogging can be done within the CMS for class use only. Wikis are a group collaboration site. They are excellent ways for students to collaborate on written assignments or projects where they would compile information into one place. (Simonson, 2012) Podcasting is the process of making a video or audio recording and saving it for future viewing. (Simonson, 2012) Again this is done with outside technologies, even a student’s phone, but then is placed within the CMS for viewing of all in the class. YouTube and social media also are outside pieces used to enhance education brought into the CMS for ease of access. There are many tools that can be used to enhance education.
It is not an option of a course management system or Web 2.0 tools. It will take training within the schools to realize this, but the CMS is the platform. It has tools built into it, but that does not exclude the use of other tools. In South Dakota, course management systems have been made available to K-12 using Blackboard and higher education using Desire 2 Learn. (Gorder, 2015) The opportunity is there. Use the platform and bring the tools into it.
Copyright:
Copyright! Everyone thinks it is an ugly word. Who cares? No one will catch me. Wrong! Everyone should care. There is a reason for copyright. The reason is not to make life miserable and strain the brain. The reason is because when people put their hard work and creativity into a work, they deserve the right of protection of that work and not having it stolen by other people. Have you ever created something? Do you want everyone else stealing and taking credit for your work? No! We need to think about copyright and teach what it is and why it is important.
Copyright is an important issue. People who create works deserve to have those works protected. People make a living from their works. Illegally copying or taking credit for someone else’s work is not right. Copyright was enacted in the US in 1790. The law stated “copyright protection subsists in original works of authorship fixed in a tangible medium of expression…” (Simonson, 2012) copyright gives the holder the following exclusive rights: reproduction or the work, create derivative works from the original work, copy the work, perform the work, or display the work. (Simonson, 2012) This means the author or creator of the work has the rights to the work and others cannot use without permission.
Everyone needs to think about copyrighted materials and work to protect the rights of the holders. Education has the right to fair use of copyrighted materials for educational purposes. It is the obligation of the teachers to know what they are using and if they can use it. They need to have an idea of the criteria and try to follow it. In the article “Needs of elementary and middle school teachers developing online courses for virtual schools” by Oliver, Kellogg, Townsend, and Brady; teacher groups in a study noted that they needed guidance in how to prepare the courses. They could not incorporate the e-copies into the course without exceeding limitations. They could not upload their examples without breaking copyright. They also didn’t know if the students would all have access if materials were not online. (Oliver, 2010) Issues like these have to be thought of and proper procedures need to be followed to ensure protection of works and authors.
Education is key in protecting copyright. People need to be informed. Teachers and employers can talk to their groups about copyright infringement, fair use, and public domain to create awareness. A basic awareness can go a long way. Purdue University has a well-developed website, https://www.lib.purdue.edu/uco/CopyrightBasics/index.html, with a tutorial on copyright that can be shared to help grow awareness.
Copyright is important. It is not one sided. It is not you trying to get around the rules. It is protecting you and your works from other people taking them. Be responsible and learn your rights.
Assessment:
When teaching an online instructional technology course, are there three forms of assessment that stand out as best forms? There are many forms of assessment that can be used in this instructional setting. Looking at both summative and formative assessments; discussion posts (synchronous or asynchronous communication), multimedia projects, and research based papers would be three valuable forms of assessment for the class.
Why were these three forms of assessment chosen as important to this type of class? Simply, they span the realm of assessment. Simonson states that “assessment is defined as the process of measuring, documenting, and interpreting behaviors that demonstrate learning.” (Simonson, 2012, p. 263) The results of assessments then are used in various ways. They can be used to evaluate a program and offer ideas for improvement identify placement for students in programs, justify funding, and the most important give feedback to learners and teachers. (Simonson, 2012, p. 263)
Discussions, synchronous or asynchronous depending on the class, can be used in a variety of ways to assess learning. In an asynchronous discussion, “learners are given time to think about their responses, the contributions are apt to be more meaningful, on topic, and well organized…” (Simonson, 2012 p. 273-274) These discussions foster thinking throughout the class and provide an avenue for the instructor and classmates to give constructive feedback. Students often return to the discussion to reply to each other and read the replies to their initial posts. (Simonson, 2012, p. 274) This adds communication and thought to the class. In “Best Practices in e-Assessment” by Buzzetto-More and Alade, they reviewed other studies that showed “Good assessment serves multiple objectives (Searington, n.d.) and benefits a number of stakeholders (Love & Copper, 2004)” A result of the study was Kellough and Kellough (1999) seven purposes of assessment. The purposes were to improve student learning, identify strengths and weaknesses, improve teaching strategies and curricular programs, improve teacher effectiveness, provide useful administrative data, and communicate with stakeholders. (Buzzetto-More, 2006, p. 253) Discussions assess many of the areas. The discussions provide critical thought throughout the class for a solid basis of reflection.
Multimedia projects are an important form of formative assessment throughout a class and summative at the end of a class. Multimedia projects engage the students by allowing them to explore their creativity and also show their gained knowledge. By using multimedia projects throughout a course, the teacher can allow the student to create, giving the assessment the ability to function as a motivational activity and the instructor can identify areas of weakness or gaps that that need further instruction. (Simonson, 2012, p. 264) The use of multimedia projects has become easier with CMS and drop box capabilities for submission. (Simonson, 2012, p. 277) Used at the end of the course, multimedia projects can incorporate all the learning objectives for a summative assessment.
Finally papers are an important assessment tool. Writing a paper allows a student to share knowledge that has been gained. By adding the research/review of literature aspect, the student is held responsible for the readings in the course and correctly interpreting and using what has been learned. One fear in papers is plagiarism. In “Best Practices for Assessment in Online Classes” (http://www.winthrop.edu/uploadedFiles/onlinelearning/BestPracticesForAssessmentInOnlineCourses.pdf), the final guideline is to use a plagiarism detection tool when assigning papers. The help against plagiarism keeps the validity of the paper intact. The student does the work and show cases the knowledge, with the understanding that there is a check system. The instructor can have more trust in the student.
There are many important forms of assessment for courses. The three chosen assessments of discussions, multimedia projects, and papers give a well-rounded combination. They serve both formative and summative. They allow for creativity and critical thinking. They allow for communication and collaboration. These three work well together.
Starting an Online Program:
Starting an online program in your school? Remember to look at all aspects and stakeholders before jumping into the program. When starting or working in online/distance education, teachers, students, and administrators need to work together to form a plan that will work for everyone. From the teacher perspective, three essential pieces to the puzzle include professional development, course management systems, and continued evaluation of teachers and courses.
Professional development is a key issue in developing online courses. Just like teachers need continued professional development in a face-to-face classroom, they also need continued development for online classes. The Indiana Partnership for Statewide Education developed guiding principles for those teaching at a distance. One of the principles is “appropriate professional development experiences.” (Simonson, 2012, p. 174) In a 2008 article “Needs of Elementary and Middle School Teachers Developing Online Courses for Virtual School”, the North Carolina Virtual Public School (NCVPS) developed their first online courses. Evaluation after the initial process showed that the teachers in the project wanted more professional development. “The second and most pervasive them across all groups was that of professional development and advanced training needed in order to complete a robust course design.” (Oliver, Kellogg, Townsend, & Brady, 2015, p. 9) Teachers want and need time to plan and experts or other professionals to bounce ideas off of. The NCVPS group wanted training in the summer with time to integrate the concepts learned. (Oliver, Kellogg, Townsend, & Brady, 2015, p. 9)
Course management systems (CMS) are the second essential topic for teachers. “Course management systems offer components that structure the resources for delivery. Built into the systems are such resources as the course calendar, announcements and discussion areas, student rosters, communications, Web links, and grade books.” (Simonson, 2012, p. 205) Having all of these resources in one area add another major benefit; there is less chance for loss of materials. (Simonson, 2012, p. 205) Another reason for CMS is organization. Essential to distance learning is clarity for students. On a CMS, the instructor can place the course syllabus and weekly schedules. Weekly schedules would include items like due dates, topics for the week, learning outcomes, identification of readings and activities, schedules for assignments and assessments, discussion questions, etc. (Simonson, 2012, p. 134) This tool is a key element to the success of online or distance classes.
Finally, teachers want evaluation and feedback. Evaluation of the course and of the instructor give information for change. Feedback gives description for change and possible ideas. Simonson discusses Kirkpatrick’s four levels of evaluation and Phillip’s fifth evaluation level. This form gives detailed information on how to improve the class. Ask the following questions: Did they like it? Did they learn it? Will they use it? Will it matter? Then evaluate return on investment. (Simonson, 2012, p. 349-350) Teachers want to know what is working and what could work better. The North Carolina Virtual Public School group stated that feedback and encouragement was essential to the process of developing a course. One group stated that emotional support is important during the development stage. (Oliver, Kellogg, Townsend, & Brady, 2015, p. 7) “On a follow-up survey, 70% of teachers agreed or strongly agreed that getting regular feedback on their team’s course development was important to the success of the course.” (Oliver, Kellogg, Townsend, & Brady, 2015, p. 7)
These three key issues to distance education course development and implementation all have one commonality: support. People don’t want to be on an island doing things by themselves and hoping it is being done right. They want the support and tools to do it right. Professional development, course management systems, and evaluation/feedback give teachers the support needed to make their classes successful.
What are the most important factors to a successful distance course?
There are many pieces that need to fit together well in order to have a successful distance education experience. When looking at setting up a new course, the six pieces, in order of importance, that are essential to success would be the instructor, teaching and learning, developing a community or learners, the student, implementation of the course, and technology use.
The teacher is the first essential piece to successful distance learning. As Simonson states, “One very important issue is that the instructor is ‘ready’ for the course to begin.” (Simonson, 2012, p. 163) Without starting with the instructor, the rest of the pieces have no foundation. The instructor is key. He or she has to plan carefully for the course, seek professional development to know best practices, ensure appropriate incentives or rewards during the class, create the appropriate activities for the class, and communicate with the students. (Simonson, 2012, p. 174) The teacher has to be motivated to keep the class running and successful.
Teaching and learning is the second essential element of success in distance learning. The course has to have structure. There needs to be set curriculum, syllabus, and mode of communication. According to Dick et. al., 2009, “A critical part of the process is to consider the components of a successful learning system.” (Simonson, 2012, p. 152) The teacher decides what system works best for the class. Using a Course Management System (CMS) is an important way to set the teaching and learning environment. Components of the CMS include the management area where the syllabus, calendar, announcements, instructions, objectives, and glossary are located. CMS also include space for readings, presentations, communications, group project work, assessments, assignment submission, tools for the class, and system statistics. (Simonson, 2012, 184-186) The setup of the course is essential to success. The CMS is an excellent way to manage teaching and learning.
Once you have a teacher and a course set up, the next essential step is setting up a community of learners. “Ouzts (2006) found that student perceptions of community related to increased satisfaction toward online learning.” (Simonson, 2012, p. 72) In setting up the community of learners, the teacher needs to make clear the expectations. Students need to know how and when it is appropriate to contact the instructor. The students need to be clear in their communications on who is contacting the instructor and what is needed. A sense of community is also established through communication with other students. This can be done through the course management system by initiating discussions or group work. (Simonson, 2012, p. 230)
Communication then leads to the next essential element, the student. Knowing the student is essential. The instructor needs to understand the intent of the student to plan for the class. (Simonson, 2012, p. 219) “Knowing the students in a class provides the instructor with an understanding of how to best approach instruction to ensure an optimal learning experience for all.” (Simonson, 2012, p. 219) The instructor has to find a way to get to know the students and know their prior knowledge and technology skills to see the readiness for the class.
Implementation of the course is the fifth essential element to a successful distance course. Once the teacher sets up the course, defines the community, and understands the student; the teacher needs to make sure the class runs smoothly. In planning for this, the teachers should refocus a class. Make sure the presentations are visual and the learners are engaged. Illustrate key ideas; encourage interactivity; assign group work; plan for technical difficulties. (Simonson, 2012, p. 153) When implementing the class, time constraints can be an issue. Teachers need to focus on essential content and help students understand the goals and objectives of the class. (Simonson, 2012, p. 157-158)
The final essential piece to the puzzle is technology. The instructor needs to decide what technology will be used in the class. When selecting the technology, there are some guidelines to follow. First, assess the available technologies. What is efficient and effective for the course? Second, determine the outcomes for the learners. This will help in selecting appropriate technology for the class. Third, identify your students and their experiences. Pick the technology that is most appropriate and available to the students. Fourth, prepare for delivery. Set up the course with the technology for the best fit of the goals. (Simonson, 2012, p. 115-119)
All of these six essential pieces are needed for success. There may be a different way to rank them, but some need to be considered before others. The all need to be considered together if you want a successful online experience as instructor and student.
What is the future of distance education or online courses?
In her article “Best Practices in Distance Education: A Review,” Gabriel Nsiah states, “Education plays a significant role in shaping a nation, and the proliferation of Internet-based educational opportunities has expanded distance learning modalities to all parts of the globe.” (Nsiah, 2013) Education is a fundamental need for all people. It can change the course of people’s lives. Education brings economic growth. Everyone should be education. So, what is the future of distance education or online courses? The sky is the limit, but it does mean that people who cannot get an education now, will be given this opportunity.
Daphne Koller states in her TED talk that in 2012 people lined up for over a mile at a chance to get into one of a few open positions at the Johannesburg University. When registration opened, people were trampled to death. (Koller, 2012, video) The future of online/distance education is a way to bring death from competition to an end. People will not have to fight for positions in line. Stay at home moms can take courses online. Employees can continue their education on their own time and receive raises or promotions at their jobs. Education will be available for all. It can even be free. (Koller, 2012, video)
A 2012 statistic stated that ½ of college graduates do not get a job in their field of study. This is not the case in top academic institutions. Koller’s plan to make top classes available to everyone can level the playing field for all graduates. Websites like Coursera will host many classes for delivery anytime. The interactive program of the courses, provides feedback to students and a global awareness as they work with students from around the world. (Koller, 2012, video)
Distance education will not be limited to colleges and universities. K-12 education also will have distance education. Many states already have K-12 systems developing. In the article “Needs of Elementary and Middle School Teachers developing Online Courses for a Virtual School,” The North Caroline Virtual Public School (NCVPS) in 2010 started working on courses. (Kellogg, 2010) Other states are working in the same direction. Research is already being done on best practices for k-12 distance education. In the article “Developing A framework for Research in Online k-12 Distance Education,” Michael Cory and Julie Stella lay out a framework on the best way to approach distance education. The discussion centers around what is best for teacher, learner, and the institution. Many areas need to be considered before jumping into distance education. (Corry, 2012) distance education is a necessity. Rural America will be looking more to distance courses as classes are smaller, teachers are harder to find, and students demand the best and a variety of courses.
Distance education does will not be limited to institutions of learning. The medical field is already using distance education to consult with doctors, present seminars, and consult with patients. (Simons, 2012, p. 20-21) People will learn anyway that is available to them.
What are the five best practices in teaching distance education?
Teaching a distance education course is not as simple as throwing your notes online and telling students to read them and complete the assignment. There is much to consider when taking on the challenge of distance education. Five of the most important practices of setting up and teaching a distance course are planning, design, communication, assessment, and technology.
Planning:
Planning is the first step to teaching at a distance. According to “Best Practices for Online Instructors: Reminders,” the teacher needs to think differently. To have a quality online course, you cannot just take your conventional course and throw it online. (Simonson, 2012, p. 153; Fish, 2009)The teacher needs to decide what the essential content of the class is and then decide how to illustrate it online. Part of the planning also includes figuring out how to encourage interactivity of students, planning activities and assessments, and preparing for technical issues. (Simonson, 2012, p. 153) Along with planning the course, the teacher has to plan for the students. “Quality online courses adapt to student needs, provide meaningful examples, motivate students, and consist of instructors who express concern for student learning (Young, 2006).” (Fish, 2009) Finally, during planning, the teacher needs to think about the rigor of the course. The course needs to academically challenging while at the same time not overloading the students. (Fish, 2009)
Design:
The second best practice is design. An online or distance teacher has to have a well-designed platform for the class. This can be done through the use of a course management system (CMS). In the CMS the instructor has different areas to organize the course. The main page, course management, has areas for calendars, announcements, instructions, objectives, rosters, and glossaries. There are also areas for links to information for reading, links to presentations, course communication, group work space, assessment space, assignment submission, gradebooks, etc. (Simonson, 2012, 184-188) The whole course can be set up in one neat package using a CMS. In “Online Course Best Practices Checklist” by the Palomar College Academic Technology Committee (2012), course design is important enough to take 2 of the 6 sections of the checklist. Course Design and Organization is one area. It consists of ease of navigation, clarity of structure, chunking units, learning objectives, calendar, accessibility, links, and activities of the course. Also important to design is the Aesthetic Design, which consists of how the CMS looks: banner, color, contrast, white space, font. (Online Course, 2012)
Communication:
Communication is the third best practice. It is essential to a course. The teacher needs to set the tone for communication to students, from students to teacher, and between students. Simonson states that the instructor needs to be very clear. The instructor should tell the students how and when to contact him or her. The students need to know to provide specific information when contacting the instructor. When working student – to – student, manners are important. There needs to be a sense of community for a class to be successful. (Simonson, 2012, 230) Communication drives interaction and collaboration in the course. In a good course, student participation and expectations are clearly stated, announcements are provided by the instructor, and there is timely feedback and response to email. (Online Course, 2012)
Assessment:
Assessment is another essential area of best practice. Assessments need to be designed appropriately for the objectives of the course and students need to know how they will be assessed. (Simonson, 2012, p. 202) a model for use of assessment for a three-credit course would be 1 examination, 1 ten-page paper, 1 project, 3 quizzes, 3 small assignments, and graded discussion. (Simonson, 2012, p. 181) Some best practices for assessments include proctoring an assessment, giving timed tests, limiting the time frame, design questions in a way that they are not easy to look up the answer, use a variety of questions, deliver one question at a time, use a plagiarism device. (http://www.winthrop.edu/uploadedFiles/onlinelearning/BestPracticesForAssessmentInOnlineCourses.pdf) Finally, no matter what type of assessment is used, feedback is essential. “Providing support and a helping hand to students encountering difficulties were also highly appreciated, as were making students aware of remedial and educational support services for help. Students expressed satisfaction with instructors they perceived as accessible and concerned.” (University of Maryland University College)
Technology:
Technology is the last area of best practice. Technology use is essential, but it shouldn’t be overbearing. Use of appropriate technology is key. When selecting technology, assess what is available. Media can include audio, visual symbols, pictures, video, etc. Decide what is best for the situation. After assessing what is available, decide what to use based on learning outcomes. Identify your learners experiences and what will work best for them. (Simonson, 2012, 115-119) According to the Hanover Research Council (2009), some of the best considerations for online technologies include web pages where you can gather everything into the same location. Print material is a technology and should not be forgotten. Course readings on the Web give students 24 hour access to the course. Images help explain. Audio gives flexibility for busy students or those who are auditory learners. Video allows for face-to-face interaction. Overall, decide what works best for the situation and use it. Don’t use it because it is new and exciting, and don’t use everything available. It can be overwhelming.
There are many important pieces to online teaching. If a teacher considers these five best practices, he or she will be off to a good start for a successful class.