Reflection

The current and future perceptions of distance learning in our society vary widely.  In the world of higher education, distance education is relatively new.  Many people are unfamiliar with online programs and are somewhat skeptical of the value online degrees possess.  Dr. George Siemens (2012) states that increasing acceptance of distance education is fueled by:

• The increase in online communication
• Practical experience with new tools
•  Growing comfort with online discourse
•   Ability to communicate with diverse and global groups

I think the perceptions of distance learning will become more favorable in the near future.  Dr. George Siemens (2012) states that distance education will be impacted by:

•  New communication technologies
•  Contribution by experts around the world
• Increased use of multimedia, games, and simulations

The perceptions will also change as universities change the way they market online degree programs.  This will go a long way in changing how these programs are viewed.  Academic fidelity is a measure of the nature and extent of integrity or equivalency between on campus programs and online degree programs (Gambescia & Paolucci, 2009).  A study showed evidence indicating that a relatively small number of institutions promote their online degree programs using academic the fidelity attributes of faculty, curriculum, or quality (Gambescia & Paolucci, 2009).  They instead prefer to use convenience and flexibility to promote their online degree programs to prospective students (Gambescia & Paolucci, 2009).  If the universities start stressing quality over convenience it will start to change the various perceptions.

     As an instructional designer I can be a proponent for improving societal perceptions of distance learning.  A study was conducted to identify issues and concerns that students have with distance education.  The main issues identified were interaction with an instructor and with classmates (Schmidt & Gallegos, 2001).  The sharing of ideas helps in the understanding of the course material (Schmidt & Gallegos, 2001).  When I am developing a distance delivery course, I will provide a way for students to interact with the instructor and classmates.

Various studies state that potential employers have given the following reasons for their reluctance in accepting online degrees:

• lack of rigor
• lack of face-to-face interactions
• increased potential for academic dishonesty
• association with diploma mills
• concerns about online students’ true commitment (Schmidt & Gallegos, 2001) 

Potential employers have given the following reasons for their acceptance of online degrees:

• name recognition/reputation of the degree-granting institution
• appropriate level and type of accreditation
• perception that online graduates were required to be more self-directed and disciplined
• candidates’ relevant work experiences
• whether the online graduates were being considered for promotion within an organization or if they were vying for new positions elsewhere or in a new field (Schmidt & Gallegos, 2001). 

I think knowing what the pros and cons are will help me prepare for a possible interview where I may need to be able to explain why my degree is valuable.  Another way of improving societal perceptions of distance learning is by changing employers' lingering misperceptions of online education.

     eLearners.com published an article that will be extremely useful whenever you are discussing your resume with a prospective employer.  It list ten talking points that can use to defend your decision for earning a degree online.

1.  The school's accreditation

2.  Your effective time management practices

3.  Your experience with new software and software applications

4.  Your excellent communication and interpersonal skills

5.  Your proven leadership skills

6.  Your initiative and motivation

7.  Your excellent reading comprehension skills

8.  Your strong work ethic

9.  Your skills are directly applicable to the work environment

10. You succeed in diverse environments and work well with others (How to defend, 2012)

 

References

Laureate Education, Inc. (Producer). (2012). The Future of Distance Education. [With Dr. George Siemens]. Baltimore, MD.

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Columbaro, N. & Monaghan, C. (2009). Employer perceptions of online degrees: A literature review. Online Journal of Distance Learning Administration, 12(1). Retrieved December 23, 2012 from http://www.westga.edu/~distance/ojdla/spring121/columbaro121.html

How to defend your online degree. (2012). Retrieved December 23, 2012 from http://www.elearners.com/online-education-resources/careers/how-to-defend-your-online-degree/

The Impact of Open Source

The Impact of Open Source

Online Instructor Training and Resource Repository

http://learn.uci.edu/cms/course/view.php?id=6119&username=guest&password=guest

This course is delivered University of California Irvine Distance Learning Center. This course has links to Camtasia presentations and a many other resources that are used in UC Irvine online instructor training courses.  The training materials are divided into two parts.  The first part introduces you to the Moodle learning management systems functions and features.  The second part introduces you to the various aspects of teaching online.  It covers the following topics:

• ·         Preparing and organizing content
• ·         Creating a syllabus
• ·         Developing an instructional presentation
• ·         Facilitating students’ learning online

The last part provided a vast array of supplemental resources.  There were examples of documents and templates, procedures for narrated Powerpoints and Camtaasia Presentations, effective practices making Powerpoint presentations and information about copyright and intellectual property.

The course appears to be carefully pre-planned and designed for a distance learning environment.  The planners have identified who their learners are.  “When the learners have an understanding of the reasons why they are participating in a particular type of instructional activity, they are better able to use that experience to expedite their own learning” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 156).  Extension instructors are expected to complete this training at least three months before they are to begin teaching.

The course appears to follow the recommendations for online instruction as listed in our course textbook.  The course text has a section that outlines the twelve best practices in course design for distance education.  “Make all four media available to teachers and learners.  Print, audio, television, and computers should be available” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 172).  This course includes all four media types.

The course designer did not implement course activities that maximize active learning for the students.  This is the one area that can be improved on.  Even thou there are ample media tools being used in this course, there is no type of student assessment during the course.

Reference

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Asynchronous Training

Asynchronous Training

Scenario

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

Distance Learning Solutions

Saba Learning Management System

This learning management system allows for delivery of learning modules precisely when and where the learners need it, and in the ways they like to work.

• Makes learning processes accessible through the applications used every day, including email-based processes, Web portals, and enterprise applications.
• Has easy visibility into all available knowledge assets, including courses and certifications, wikis, subject-matter experts, and more.
• Save learner time and effort through streamlined, point-and-click course/program registration and easily understandable views of program requirements.
• Optimize individual learner efforts through "My Success Plan," a personal single view for learners.

This system also simplifies life for learning administrators by providing flexibly in creating and efficiency in managing learning programs.

• Robust support for both simple and complex learning programs across multiple owners, instructors, and groups of learners
• Automated class creation and scheduling
• Automated distribution of eLearning materials
• Easy skills validation through Saba Learning's competency framework
• Centralized reporting

This system makes learning more cost-effective because it is affordable for organizations of all sizes.  It is extensively and easily configurable which allows it to conform to business needs without costly and time-consuming customization. The learning efficiencies created can lead to reduced operating costs, driving more money to the bottom line.  Saba's learning management product seamlessly weaves certifications, curriculum management, collaborative learning, social learning, content integration and mobile learning in a single integrated enterprise LMS.

Questionmark Perception 

This is an assessment management system that allows for measuring knowledge, skills and attitudes. This can be done securely for certification, regulatory compliance and successful learning outcomes.  It provides comprehensive assessment authoring, scheduling, delivery and reporting.

Create

Provides a collaborative authoring environment for learning professionals, educators, test publishers and subject matter experts (SMEs) to author questions and organize them into surveys, quizzes, tests and exams.

Delivery

o    Auto-sensing, auto-sizing: Author once and deliver via standard browsers on PCs or Macs, or to mobile devices such as Android and iOS smartphones and tablets.

o    Deliver via integration with other systems

o    Embed quizzes and surveys in wikis, blogs, portals or websites

o    Print assessments for scanning

o    Options for high-stakes exam delivery including secure browser, requiring monitor/proctor login, limiting dates and number of attempts.

Analyze

Offers numerous pre-defined reports that enable you to analyze and share results with stakeholders.

This scenario is very similar to the situation at my job.  These are the tools that we used to ensure technician proficiency.  Technicians have to take online modules on a recurring basis.  These modules have test at the end and the results are stored in the LMS.  We also use them to administer our certification program so we can prove to outside agencies that we a compliant with regulations.

 

References

Questionmark. (n.d.). Retrieved November 18, 2012 from https://www.questionmark.com/us/Pages/default.aspx

SABA. (n.d.). Retrieved November 18, 2012 from http://www.saba.com/learning-management-solution/

Distance Learning Mind Map

Defining Distance Learning

My initial definition of distance learning is learning that takes place away from the traditional classroom.  I was involved in a program called Navy College Program For Afloat College Education (NCPACE).  NCPACE offered sailors whose jobs required long periods out to sea learning opportunities from accredited post-secondary institutions. The objective of NCPACE is to provide shipboard personnel with educational opportunities comparable to those available to shore duty personnel.  The courses were delivered primarily using self-paced CD-ROM technology, since afloat conditions aboard deployed vessels preclude reliable and consistent internet access.

My initial definition took mostly distance into consideration but I have learned that time is also a factor.  My new definition based on this week’s resources is distance learning is formal education in which teacher, students, and resources (learning groups) are separated by geography and sometimes by time.  Technologies are used to link the learning groups together (Laureate Education, Inc., 2012).

While attending UNLV some of my classes were online.  We were pretty much only separated by the distance of not having to come to campus.  In my Walden classes I have had the experience of being classmates with students on the other side of the country and even in other countries.  This experience has helped change my view of distance learning.

Phipps & Merisotis (1999) stated, “It is important to understand what is meant by ‘distance learning.’ Because the technology is evolving, the definition of what distance learning is continues to change.”  The NCPACE classes I took were non-interactive correspondent classes.

My UNLV and Walden classes have recorded lectures as in NCPACE but also have weekly interaction with the instructor and other students.  I foresee distance learning progressing to incorporate new technology as it is developed.

My vision for distance learning is that it will incorporate the technology of Web 2.0 and Web 3.0.  I think there will be reluctance at first from the traditionalist but they will eventually come onboard.  We currently communicate with faculty and other students via e-mail, electronic forums, videoconferencing, chat rooms, bulletin boards, instant messaging and other forms of computer-based communication.  Web 2.0 technologies include social networking sites, blogs, wikis, video sharing sites, hosted services, web applications, mashups and folksonomies.  We use some of those in our Walden program.  Web 3.0 will include TV-quality open video, 3D simulations, augmented reality, human-constructed semantic standards, and pervasive broadband, wireless, and sensors.  We will use all of these methods to deliver classes.

References:

Laureate Education, Inc. (Producer). (2012). Distance Learning [DVD]. In Distance Education: The Next Generation. Baltimore, MD: Dr. Michael Simonson.

Phipps, R., & Merisotis, J. P. (1999, April). What’s the Difference? A review of contemporary research on the effectiveness of distance learning in higher education. Washington, DC: The Institute for Higher Education Policy.