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Chapter 3: Setting a Foundation for Distance Education Research: 

Chapter 3: Setting a Foundation for Distance Education Research Erika, Michelle, Patrick and Sally

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3 Critical Messages for Distance Education Must be founded upon a body of intellectual theory and research James Finn (1953) – take a more professional view Themselves Their discipline Conducted with rigorous attention to the Scientific Method 1963 Campbell & Stanley Foundation of credibility and quality In 1983, Richard Clark failure of educational researchers

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Focus of Distance Education Research Focus – not on attributes of the medium Börje Holmberg – structure of distance education research Philosophy and theory Distance students including... Subject-matter presentation Communication & interaction between... Administration and organization History Learner-centered approach examines: Attributes & perceptions Interaction patterns

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Summary of Recent Research “ Evaluation of Evidence - Based Practices in Online Learning...” Comprehensive review of 51 studies Provides a report on the effectiveness of online/ distance education Most quoted conclusion states – online learners learn better A review of 68 published papers (2006) Summarized research on online teaching & learning Found a number of conclusions Students Positive attitudes No computer anxiety Design and quality – important because it produced: More positive learning outcomes Related to overall student satisfaction Distant & local learners achieve same level Distance education – effective method

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Learner Perceptions Important area of research – focused on identifying factors related: Satisfaction Attitudes Perceived learning & interaction Identifiable factors of instructional experiences – distant learners’ perceptions = traditional learners Distant learner satisfaction Anxiety = attrition Perceived learning – no important differences between...

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Learner Attributes Student perceptions of community = increased satisfaction Relationship between gender and success Abstract vs. concrete Smart & calm-n-cool Old vs. young Motivated & positive

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Interaction Within Distance Education Most discussed topics Primary component Students more apt to bond with: Other students Instructors Different technologies = differing degrees of interaction Differing amounts of interaction – little effect on achievement

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Distance Education Myths More interaction the better Instructor training – required E-learning = distance education

Chapter 4 Technologies, the Internet, & Distance Education : 

Chapter 4 Technologies, the Internet, & Distance Education Model of communication Edgar Dale's cone of experience A taxonomy of distance education technologies Selecting appropriate technologies for online education Foundations of Internet-based distance education Pedagogies of Internet-based distance education The future of Internet-based distance education

Model of Communication: 

Model of Communication What is communication? Two or more individuals share ideas Distance education – learners interact with one another & instructor Based on what senders of messages (distance educators) have in common with receivers of messages (distant learners) Effective must = active Response of learners = feedback Message understood correctly? Referred as interaction

Edgar Dale's Cone of Experience: 

Edgar Dale's Cone of Experience As learners grow older = more experiences, they: Need fewer concrete examples Understand more abstractly To learn abstractly = enough experiences = concrete or realistic Misnomer—more realistic to = better learning experience Lack of available resources and time *For example: Go to Greece to watch/work with Greek sponge fisherman The problem—great cost in time and resources Easier way—read a book—very abstract Happy medium—watch video on YouTube

Selecting Appropriate Technologies For Online Instruction: 

Selecting Appropriate Technologies For Online Instruction Step #1: Assess available instructional technologies Determine level of lowest common technologies (LCT) Determine sophistication Capabilities identified Survey Step #2: Determine the learning outcomes What are learning outcomes? Observable, measurable behaviors Consequence of online instruction How are learning outcomes determined? Collect student projects Constructive critique Redesign projects Eliminating weaknesses Building on strengths Adding new concepts

Selecting Appropriate Technologies For Online Instruction (cont.): 

Selecting Appropriate Technologies For Online Instruction (cont.) Step #3: Identify learning experiences and manage leads to the most appropriate available technology Convert classroom-centered course content into online modules Organize course that relate to student activities Step #4: Preparing the learning experiences for online delivery Four strategies Linear-programmed instruction Presented in blocks or chunks Instructor determined Branched-programmed instruction Similar to linear-programmed instruction More sophisticated self tests Own pace Instructor determined Hyper-programmed instruction Organizers into modules & concepts Own pace Student-programmed instruction “Anything goes framework” Own structure, outcomes, & sequence

Why Does It Matter ? : 

World wide Media & News Business Growth, Mass Marketing Online Education, Connecting with others from around the world instantaneously Research & military communication Social Networking Job Hunting, and Work @ Home opportunities Teaching and learning from a distance Open-Source opportunities (graphics & programs/software) Digital Age 2.0; Why the Internet Matters: http://youtu.be/_GDMeDWptVo Why Does It Matter ? See Eagleman’s Conference on his book: http://fora.tv/2010/04/01/Six_Easy_Steps_to_Avert_the_Collapse_of_Civilization

What Is the Internet: 

What Is the Internet Internet: Meta-network of interconnected networks that share a common language, TCP-IP. WWW (World Wide Web): Accessed through web browsers like I.E., Mozilla or Chrome TCP-IP¹: (Transmission control protocol/Internet protocol) is the basic electronic language (or protocol) of the Internet that computers use to communicate with each other and exchange data. 1. Read more information at http://searchnetworking.techtarget.com/definition/TCP-IP .

Expansion of Internet and Web users: 

Expansion of Internet and Web users 1998¹·² 1996¹·² 1995 ¹·² 1993¹·² Number of websites¹·² & Internet Users 2007¹·² Today²·³ Simonson, M. et. Al. (2012). Technologies, the internet and distance education. In Teaching and learning at a distance: Foundations of distance education, 5 th Ed. Boston, MA: Pearson Education, Inc. Internet users in the world. (2012). Internet world stats. Retrieved February 6, 2012 from http://www.internetworldstats.com/ . February 2012 Web Server Survey. (2012). Netcraft . Retrieved February 6, 2012 from http://news.netcraft.com/ . 130 +3M +23K +16M +100 K +36M +3 M +147 M +122 M +1,319 M +612 M +2,267 Billion

Who regulates the Internet?: 

NO ONE … But is the Internet Society, oversees internet issues Problems & Concerns of internet access: No-quality control of content. SOPA & PIPA proposed legislation, October 2011 ¹ Internet “Black-Out” protest ² OPEN Act proposed legislation, January 18, 2012 ¹. Who regulates the Internet? Newman, J. (2012, January 17). SOPA and PIPA: Just the facts. In PC World. Retrieved February 6, 2012 from http://www.pcworld.com/article/248298/sopa_and_pipa_just_the_facts.html . Halfacree , G. (2012, January 18). Websites go dark in protest at SOPA, PIPA. In Bit-Tech . Retrieved February 6, 2012 from http://www.bit-tech.net/news/bits/2012/01/18/websites-go-dark-sopa-pipa/1 .

WEB 2.0 ¹ : 

WEB 2.0 ¹ 1. Find more web 2.0 applications at http://www.go2web20.net/ .

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Foundations of Internet-Based Distance Education

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Student-Centered Learning¹·² Methods include: Active, cooperative & inductive Learning. Promotes active learning, collaboration, mastery of course material, and student control over the learning process Simonson, M. et. Al. (2012). Technologies, the internet and distance education. In Teaching and learning at a distance: Foundations of distance education, 5 th Ed. Boston, MA: Pearson Education, Inc. Felder, R. (2011). Student-centered teaching and learning. Resources in science and engineering education. Retrieved February 7, 2012 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html . Student-Centered Learning

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Student views on Student-Centered Learning Click to play video

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Distance Learning vs. Distributed Learning¹ Distance learning is strictly self & online learning Distributed learning uses both internet learning and F2F classroom learning & teaching. Advantages & Limitations of Online Learning¹ ADVANTAGES DISADVANTAGES Asynchronous course components available 24 hrs/day. The Digital divide – not available to all (including bandwidth problems). Students work at own pace. Course designs are Labor-intensive to develop. Learning materials available across the web. Copyright violations. Simonson, M. et. Al. (2012). Technologies, the internet and distance education. In Teaching and learning at a distance: Foundations of distance education, 5 th Ed. Boston, MA: Pearson Education, Inc.

Pedagogies of Internet-Based Distance Education : 

Pedagogies of Internet-Based Distance Education E-Learning Adoption Cycles¹ Cycle 1: Enhancements to traditional course/program configurations. Cycle 2: Course management systems (CMS) Cycle 3: Imported course objects Cycle 4: New course/program configurations Simonson, M. et. Al. (2012). Technologies, the internet and distance education. In Teaching and learning at a distance: Foundations of distance education, 5 th Ed. Boston, MA: Pearson Education, Inc. Going the distance: Online education in the Untied States, 2011. The Sloan Consortium . Retrieved February 8, 2012 from http://sloanconsortium.org/publications/survey/going_distance_2011 .

Pedagogies of Internet-Based Distance Education : 

Pedagogies of Internet-Based Distance Education Fundamentals of Teaching Online¹ Avoid Dumping a F2F course onto the Web Organize the Course & Make the Organization & Requirements clear to Students Keep Students Informed Constantly Think about course outcomes Test Applications, not rote memory Integrate the power of the web into the course Apply Adult learning principles with nontraditional students Extend course readings beyond the text (or replace the text) Train students to use the course website Simonson, M. et. Al. (2012). Technologies, the internet and distance education. In Teaching and learning at a distance: Foundations of distance education, 5 th Ed. Boston, MA: Pearson Education, Inc.

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Future of Internet-Based Distance Education K-12 Initiatives Higher Education Initiatives Growth of Virtual Schools & Universities The Internet 2 (I2) Advances in High-Speed Networking Five Abilities SCORM compliant Development of Standards & Learning objects OSI From Blackboard to Canvas LMS platform (try demo at http://www.instructure.com/). Potential Impact of Open Source Simonson, M. et. Al. (2012). Technologies, the internet and distance education. In Teaching and learning at a distance: Foundations of distance education, 5 th Ed. Boston, MA: Pearson Education, Inc.

References: 

Exhibits: Internet history (2006). Computer History Museum. Retrieved February 6, 2012 from http://www.computerhistory.org/internet_history/ . February 2012 Web Server Survey. (2012). Netcraft . Retrieved February 6, 2012 from http://news.netcraft.com/ . Felder, R. (2011). Student-centered teaching and learning. Resources in science and engineering education. Retrieved February 7, 2012 from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html . Going the distance: Online education in the Untied States, 2011. The Sloan Consortium . Retrieved February 8, 2012 from http://sloanconsortium.org/publications/survey/going_distance_2011 . Halfacree , G. (2012, January 18). Websites go dark in protest at SOPA, PIPA. . In Bit-Tech . Retrieved February 6, 2012 from http://www.bit-tech.net/news/bits/2012/01/18/websites-go-dark-sopa-pipa/1 . Internet users in the world. (2012). Internet world stats. Retrieved February 6, 2012 from http://www.internetworldstats.com/ . Newman, J. (2012, January 17). SOPA and PIPA: Just the facts. In PC World. Retrieved February 6, 2012 from http://www.pcworld.com/article/248298/sopa_and_pipa_just_the_facts.html . Simonson, M. et. Al. ((2012). Technologies, the internet and distance education. In Teaching and learning at a distance: Foundations of distance education, 5 th Ed. Boston, MA: Pearson Education, Inc. References