A Personal Reflection On Current Trends In Distance Education (DE)
OMDE 601 9040
We have finally reached the end of week 12 for this course, which leaves me with as many questions and answers. We have explored various aspects of distance education and studied the evolution of distance education. View my group grid for a snap shot of the different waves of education.
Nevertheless, this post not only considers current and emerging trends in distance education, but discusses the effectiveness of group collaboration in a virtual space. But firstly, I would like you to view this video, in order to clear up common misconceptions about distance education, especially in comparison to face-to-face education.
Now that we have cleared up some common misconceptions about distance education, we realize that distance education faces similar challenges and opportunities that face-to-face education faces. Moreover, many times, similar pedagogical approaches are used by course facilitators and designers in face-to-face and distance education courses, despite the tremendous opportunities that technology provides for more meaningful collaboration.
At the end of week 12, we are left with just any questions as answers
Current trends in DE
Nonetheless, although new developments in technological and pedagogical approaches seem to provide tremendous new opportunities for distance education (Haselau, 2017), they also present great uncertainty in many respects. The Open University, UK is a case in point (although not the only example) (Adams, 2018; Hutton, 2018; Rose, 2018; Swain, 2015). Although the institution prides itself on its technological advancement and integration of emerging technologies in distance education, it faces various crises, not only from the political and economic front, but institutionally as well.
What does all this say about the state of higher education institutions, and distance education providers too? Indeed, higher education institutions need to adapt and change their focus, institutional structures, and approaches to higher education, inter alia distance education, to embrace the connectivist culture of the networked society (Bates, 2018; Clark, 2011; Cormier; 2011; Shweier, 2011, Kamenetz, 2010) . As knowledge becomes more easily available, with increasing flexibility through various distance education platforms that becomes possible through technological advancement, what will the future of large institutions be? When institutions face crises, it is an indication for a need to change. What I see is tension between the old and the new - institutional managers (this would entail many different roles in the systems approach to higher education depending on the institution) struggle to maintain a traditional approach to keeping institutions 'viable' and 'manageable', while the environment of teaching and learning is drastically changing - to one of greater collaboration and sharing of knowledge. I do not have solutions to this crisis, but questions - should there be greater global collaboration between institutions (and by implication academics, course designers, etc.) to create a more collaborative higher education landscape? How will this implementation change the future of traditional distance education institutions and their structures? What does this mean for academic jobs? What implications would this have in areas with poor technological advancement - would they remain 'disconnected'? Defining DE
In this vein, I have to bring up my definition of distance education again. As per my last blog post, my evolving definition of DE reads as follows:
"Distance education entails a context-appropriate, pedagogically-driven, blended (ranging from totally offline to fully online) teaching strategy that could consist of elements of both synchronous and asynchronous collaboration, where instructors and learners are geographically separated." I think that I have addressed all the aspects of DE that have been accentuated thus far, only with a stronger focus on pedagogy, technology (in all its forms), and collaboration (of all types as discussed above, with particular focus on Dr. Anderson's groupings); and the delicate interplay between them, which I feel can be considered across all the waves of development in distance education. What do you think? My thoughts on course objectives and group collaboration
The course involved various tasks on multiple platforms that required the acquisition of diverse skills, involving various assignments, skill builders, and e-portfolio tasks related to the waves of distance education development. We had to view video lectures on Vimeo and YouTube and post our reflections on the discussion forums on the UMUC Learning Management System (LEO) and interact with classmates within this virtual classroom. Moreover, we had to interact and liaise with fellow students on a virtual collaboration platform to develop a grid outlining the waves of distance education development. Google Docs was the platform that we chose for our group and we had several real-time chats via Google Hangout to discuss work allocation and progress with our project. Working collaboratively was equally challenging and exciting - which is understandable, considering the different time zones for collaboration, work commitments and the multiple tasks and deadlines required for this course. Challenges included meeting deadlines, and encouraging group members to participate in the planned activities as agreed upon. In my experience the challenges of group work is the same in face-to-face and virtual environments, where some group members put in more effort than others. Hence, my suggestions for future group collaboration, that I have tried and tested in my classrooms would be to provide a group activity list at the outset of the task, which should be graded. This would ensure that all group members contribute to the task equally.
However, despite the challenges posed, the result was as aesthetically pleasing and intellectually stimulating grid.
To view the tasks completed for this course go to the Artifacts page. Hence, it can be concluded that the course outcomes have been adequately achieved! These tasks were equally challenging and stimulating and I struggled at times to keep up with all the course requirements, tasks and readings!
References
Adams, R. (2018, April, 13). Open University vice-chancellor resigns after staff revolt. Retrieved from https://www.theguardian.com/education/2018/apr/13/open-university-vice-chancellor-peter-horrocks-resigns-after-vote-of-no-confidence Bates, T. (2018). Stanford University to be fully online by 2025?. Online Learning and Distance Education Resources. Retrieved from https://www.tonybates.ca/2018/04/01/stanford-university-to-be-fully-online-by-2025/ Clark, D. (2011). More pedagogic change in 10 years than last 1000 years – all driven by 10 technology innovations. [Blog post.] Retrieved from http://donaldclarkplanb.blogspot.com/2011/12/more-pedagogic-change-in-last-10-years.html Cormier, D. (2011). What is a MOOC? [5 minute YouTube video.] Retrieved from http://www.youtube.com/watch?v=eW3gMGqcZQc Haselau, B. (2017, December 13). Pedictions for edcuation and e-learning in 2018. Retrieved from https://www.edgelearningmedia.com/articles/predictions-education-e-learning-2018/ Hutton, W. (2018, April 14). The Open University gave millions of Britons a second chance. Now it needs one itself. Retrieved from https://www.theguardian.com/commentisfree/2018/apr/14/open-university-gave-millions-of-britons-second-chance Kamenetz, A. (2010). Edupunks, edupreneurs, and the coming transformation of higher education. Canada: Chelsea Green Publishing Company. LearnUSI. (2014, August 21). 7 Common Misconceptions About Distance Learning. [Online video]. University of Southern Indiana. Retrieved from https://www.youtube.com/watch?v=3K_JoBkxVI0 Rose, S. (2018, March 23). Is there still time to save the Open University from slow strangulation? Retrieved from https://www.theguardian.com/commentisfree/2018/mar/23/open-university-cut-staff-courses-tertiary-education Schwier, R. (2011). Connectivism. 30 minute video interview with George Siemens. Retrieved from http://rickscafe.wordpress.com/2011/08/05/interview-with-george-siemens-about-connectivism Swain, H. (2015, October 20). ‘This change will be the end of the Open University as we know it’. Retrieved from https://www.theguardian.com/education/2015/oct/20/open-university-strike-ou-regional-centres-moocs
0 Comments
A Personal Reflection On Wave Three of Distance Education (DE)
OMDE 601 9040
Can you believe that we have already come to the end of week 9 of the OMDE 601 9040 course? Well neither can I. Nonetheless, at the end of week 9 we have covered wave 3 of the (r)evolution of distance education that involves various forms of online and blended learning, and the dynamic interaction between students, instructors, and content (Anderson, 2003; Anderson, 2011). Indeed, the technological (r)evolution has changed the face of distance education, reducing the physical distance between instructors, students, and content delivery. But, how has this revolution changed the teaching and learning approach in the distance education context? This is the question that has me wondering about the distance education context during this wave of development.
The following short video interview by Dr Terry Anderson is really insightful and has peeked my interest in the integration of online and interactive technologies, inter alia social networking platforms, in distance education course designs, and its potential to create better opportunities for student-student and instructor-educator interaction, as well as their related interaction with course content. My question still centers around how well this aspect has been integrated into distance education courses across the range to reduce the transactional distance between students and instructors!
In this respect, Salmon's (2011) views particularly peeked my interest in the collaborative capabilities of technologies that are largely not manipulated to its full potential because there is no 'moderation' of content and interaction in online learning environments built into course design. So, simply having advanced technologies to support distance education initiatives (the same principle is also valid for residential universities, in my opinion, but certainly in an approach appropriate for the context!) is not the overriding factor in providing meaningful interaction in all its forms as Anderson (2011) describes in the video above and his research (2003). Meaningful interaction needs to be consciously integrated into course designs across the range of courses offered at institutions.
Considering my views stated above, this is an interesting tweet citing 'collaboration' as a key component of online learning that I really like. How do you feel about this tweet? (you see what I am doing here, right? Yes, I am exploring ways of using interactive technologies to collaborate!)
For me, consciously incorporating the immense collaborative capacity of interactive online technologies is particularly relevant in the context of the University of South Africa (Unisa). As staff (and course designers as such) we have been encouraged to move towards digitized teaching. But, what has simply been happening is a paper-behind-glass approach. Is this what online learning is supposed to be? Obviously not! After doing this course, I have realized the importance of pedagogical designs that integrate technology, and of technological designs that integrate pedagogy in a completely online environment as well as a completely offline environment and everything in-between (Anderson, 2003; Osguthorpe & Graham, 2003; Garrison, 2009; Peters, 2010a; Peters, 2010b).
Moreover, there is little focus on pedagogically-driven course designs, integrating the advantages of online and offline modes, which Osguthorpe and Graham (2003, p.228) describe perfectly (according to me at least!): "The important consideration is to ensure that the blend involves the strengths of each type of learning environment and none of the weaknesses"
Also, of significance to my discussion on the vast of potential of interactive technologies that can be integrated into distance education courses, read this article: 'Integrating learning management and social networking systems' by Dr Terry Anderson and Dr Jon Dron here...
So, how has all this changed my initial definition of distance education (or my view thereof?)
You've read my evolving definition of DE at the end of week 7 in my previous post, which reads as follows: Evolving definition of DE - "Distance education entails a context-appropriate, pedagogically-driven, blended (ranging from totally offline to fully online) teaching strategy that could consist of elements of both synchronous and asynchronous collaboration, where instructors and learners are geographically separated." What would I add to this definition after week 9? Again, I think that I have addressed all the aspects of DE that have been accentuated thus far, only with a stronger focus on pedagogy, technology (in all its forms), and collaboration (of all types as discussed above, with particular focus on Dr. Anderson's groupings); and the delicate interplay between them. To conclude this post, and to accentuate my view on the importance of effective collaboration in online learning spaces, I have added the following tweet that includes a link to an article related to collaborative online learning that I found insightful. Be sure to have a look!
Do you agree that collaboration (in all its forms) is key to effective online courses? I would love to hear your views, so please leave your comments in the comment section below!
From here on we move into the last leg of this course! Join me in this last quarter of this semester to see how much more I have learnt!
References
Anderson, T. (2011, November). The third wave of distance education. [Online video]. Edmonton, AB, Canada. Retrieved from http://vimeo.com/32596395 (Transcript: http://www.box.com/s/e8ylcfx3h6fjv4qim3px) Anderson, T. (2003). Getting the mix right again: An updated and theoretical rationale for interaction. International Review of Research in Open and Distance Learning, 4(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/149/230 Garrison, R. (2009). Implications of online learning for the conceptual development and practice of distance education. Journal of Distance Education, 23(2), 93-104. Retrieved from http://www.jofde.ca/index.php/jde/article/view/471/889 Peters, O. (2010a). Digitized learning environments: New chances and opportunities. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 141-153). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct Peters, O. (2010b). A pedagogical model for using virtual learning spaces. In O. Peters, Distance education in transition: Developments and issues (5th edition), (pp. 119-139). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct Osguthorpe, R.T., & Graham, C.R. (2003). Blended learning environments: Definitions and directions. The Quarterly Review of Distance Education, 4(3), 227-233. Retrieved from https://learn.umuc.edu/content/enforced/288131-006366-01-2182-GO1-9040/eReserves/Osguthorpe_Graham_2003.pdf?_&d2lSessionVal=mqsSBghsYwgz43wwe9bteqRhS&ou=288131 Salmon, G. (2011). E-moderating: The key to teaching and learning online (3rd ed.), (pp. 26-60). New York & London: Routledge. Retrieved from: https://learn.umuc.edu/content/enforced/288131-006366-01-2182-GO1-9040/eReserves/Salmon-eModerating-Ch2-p26-60.pdf?_&d2lSessionVal=mqsSBghsYwgz43wwe9bteqRhS&ou=288131
A Personal Reflection On The Second Wave of Distance Education (DE)
OMDE 601 9040
No words can express the fluctuating levels of anxiety, stress, excitement, sleep-deprivation, and manic time-management that accompanied weeks 5-7 of this course. Over and above my usual list of day-to-day responsibilities, there were also multiple exciting (and mentally-exhausting) tasks to complete for this course:
Wow, I am impressed simply reading that list! Indeed, a great deal of learning has taken place during this time, where both theoretical knowledge and practical application of distance education technologies and pedagogies have been practised. Therefore, the subsequent post presents an in depth reflection based on the following key aspects:
Scroll down to gain insight into my views on these topics........ (for ease of reference, I have divided these topics into separate sections with related headers).
As much as distance education is equated to online learning, online learning is only one part of the distance education spectrum
The Second Wave Of Distance Education: How Is This Different From The First Wave?
Working On The Group Grid: New Insights Of Distance Education
I am particularly impressed by the term 'waves' instead of eras of development as it encapsulates the ebb and flow of various aspects of distance education, ranging from pedagogies and technologies, to theories and theorists. The title of the group task, "The (R)evolutionary Grid", itself was very thought-provoking, as the various elements of the waves of DE could be described as revolutionary (think of the revolutionary technologies used in DE in the various waves, for example, as described by Anderson and Simpson (2015); and evolutionary as well (think of the evolution of technology in the industrialization of society, for example, as described by Peters (2010), which encapsulates the evolution of DE from correspondence education that was dependent on transportation systems to digital platforms of information dissemination. Each aspect and element of the group grid was extremely enlightening, from the technological (r)evolution, pedagogical development, theories and theorists, as well as contextual factors that stimulated the development of distance education it all its forms and I cannot classify any aspect of this task as 'uninteresting'. These were aspects that enhanced my learning experience, and augmented my knowledge of distance education. Moreover, the second wave of distance education was characterized by the use of mass media in education, and approaching distance education from a systems view. Nonetheless, distance education was still largely instructor-centered and feedback systems were still not emphasized in practice even though there was research being done in this area. Moore's (1989) theory of transcational distance was developed to address the deficiency of synchronous feedback systems in distance education, and noted that flexible interaction had to be integrated in distance education course designs (Anderson & Dron, 2011). This is an aspect that I have not really thought about, even though I have been a distance education learner and instructor for a several years. Although Reyes (2013) argues that Moore's theory of transactional distance has been critiqued, this theory is still the foundational theory of distance education that can be adapted to suit various waves of development in distance education. I will be looking into integrating aspects of Moore's transcational distance theory into my course designs in future (I am currently redesigning many of my courses coincidentally... perfect timing for upgrading my knowledge base!) What proved to be the greatest light-bulb moment for me during this wave was the differences between the roles of academics and instructional designers in distance education and face-to-face tuition at universities with regards to adult learners according to the theory, as each method of tuition requires a fairly different outlook as well as course structure, which is not universally practiced in this way unfortunately. Although I was aware of the different demographics of students in distance education in comparison to their counterparts in contact universities, I did not think of a new pedagogical approach for adult learners. This aspect has peeked my interest in the andragogical approach espoused by Malcom Knowles (Bullen, 1995), which I wish to expand on in assignment three where I focus on transcational distance and andragogy in contemporary practices of distance education. The most important aspect of andragogy that resonates with me is the need for a learning approach that is not strictly behaviorist in nature for adult learners and is quite distinct from the industrial approach of distance education adopted during the first wave of distance education. I simply cannot wait for the next week of readings, to expand on my knowledge of distance education.... Insights into the expert video from Tony Bates
Professor Tony Bates' (Bates, 2011) expert video on his first experiences at the Open University, UK was very informative. The important aspects highlighted in his talk that influenced my view of distance education is OUUK's recruitment of top quality academics who could be involved in both research and tuition, and the idea of integrating sound pedagogic principles in course design. These aspects resonate with me as a distance education academic at Unisa that also encourages research and tuition excellence amongst academics. Nonetheless, I have noticed that tuition sometimes takes the place of the bridesmaid when research occupies the place of the bride on the distance education stage. The only way to equate importance to both research and tuition would entail integrating sound pedagogic principles in course design that would create a collaboration and intersection between research and tuition activities. This requires a well-choreographed dance between research and tuition, just as much as the dance between pedagogy and technology as described by Anderson and Dron (2011). Thought-provoking hey?
My mind is still buzzing, and I guess I will be reading some more in the coming weeks to learn more about this! A New (Evolving?) Definition Of Distance Education, Possibly?
Well, let me begin with reproducing my personal definitions of DE as they have evolved thus far:
First definition of DE - "Personally, distance education entails a blended learning and teaching approach, utilizing both printed and online resources, to reach students in geographically dispersed locations." Revised personal definition of DE - "Distance education entails a context-appropriate, blended (ranging from totally offline to fully online) teaching strategy that consists of both synchronous and asynchronous elements where instructors and learners are geographically separated." Now to state my evolving definition of DE after week 7: Evolving definition of DE - "Distance education entails a context-appropriate, pedagogically-driven, blended (ranging from totally offline to fully online) teaching strategy that could consist of elements of both synchronous and asynchronous collaboration, where instructors and learners are geographically separated." I think that I have addressed all the aspects of DE that have been accentuated thus far.... what do you think? Leave your comments in the comment section below! Reflections On Course Outcomes
In order to reflect on the course outcomes, and my perceptions of my attainment thereof, I need provide an outline of these outcomes referred to. Being a more visual learner, and therefore showing a preference for graphics, I have provided a graphic depiction of the course outcomes and specific skills acquired.
The course outcomes for OMDE601 are listed as follows in the course outline:
Thus far, the course involved various tasks on multiple platforms that required the acquisition of diverse skills. As can be seen from the graphic above, the tasks above included assignments, skill builders, and e-portfolio tasks related to the waves of distance education development. We had to view video lectures on Vimeo and YouTube and post our reflections on the discussion forums on the UMUC Learning Management System (LEO) and interacting with classmates within this virtual classroom. Moreover, we had to interact and liaise with fellow students on a virtual collaboration platform to develop a grid outlining the waves of distance education development. Google Docs was the platform that we chose for our group and we had several real-time chats via Google Hangout to discuss work allocation and progress with our project. To view the tasks completed for this course go to the Artifacts page.
As you can see, the course has been thoroughly enriching and has led to the development of various skills. The development of this e-portfolio has also been part of the journey of acquiring new skills and navigating multiple digital platforms that also included:
Hence, it can be concluded that the course outcomes have been adequately achieved thus far, and we still have 5 weeks to go! It would interesting to know what new skills I will develop in the coming weeks....
Bibliography and References
Anderson, B., & Simpson, M. (2015). History and heritage in distance education. Journal of Open, Flexible, and Distance Learning, 16(2). Retrieved from https://learn.umuc.edu/content/enforced/288131-006366-01-2182-GO1-9040/eReserves/Simpson_Anderson_2012_147885.pdf?_&d2lSessionVal=UeagbCHjcFLV1vZHCNKH7rv8Q&ou=288131learn.umuc.edu/content/enforced/288131-006366-01-2182-GO1-9040/eReserves/Simpson_Anderson_2012_147885.pdf?_&d2lSessionVal=UeagbCHjcFLV1vZHCNKH7rv8Q&ou=288131 Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Open and Distance Learning, 12 (3). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890/1826 Bates, A. W. (2011, November). The second wave of distance education and history of the Open University United Kingdom [Online video]. Available from http://vimeo.com/32292234 (Transcript: http://www.box.com/s/cvygk4334sub0i6atrn8) Bullen, M. (1995, June). Andragogy and university distance education. Paper presented to the 17th conference on the International Council for Open and Distance Education, Birmingham, UK. Available from http://www.box.com/s/ap4nq2zf1jujkyo65pz0 Guri-Rosenblit, S. (2009). Diverse models of distance teaching universities. Encyclopedia of Distance Learning, 2, 727-733. Available from: http://www.box.com/s/51sbixtccnccfxboh1uk Jonassen, D., Davidson, M., Collins, M., Campbell, J., & Bannan Haag, B. (1995). Constructivism and computer-mediated communication in distance education. The American Journal of Distance Education, 9(2), 7-26. Available from http://www.box.com/s/i9y1f17cii6zmb0pi4qd Miller, G.E. (2014). Lessons from the old media: The value of sharing. [Weblog.]. Here We Are. Retrieved from: http://garyemiller.blogspot.de/2014/05/lessons-from-old-media-value-of-sharing.html Moore, M., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Belmont, CA: Wadsworth. Perraton, H., Robinson, B., & Creed, C. (2007). International case studies of teacher education at a distance. Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from: https://www.uni-oldenburg.de/fileadmin/user_upload/c3l/master/mde/download/ASFVolume12_Ebook.pdf Peters, O. (2010). The theory of the “most industrialized education”. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 11-32). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from http://www.box.com/shared/ktx7ipccetotqrr11mct Peters, O. (2010). The greatest achievement of industrialized education: Open universities. In O. Peters, Distance education in transition: Developments and issues (5th edition) (pp. 57-81). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from: http://www.box.com/s/ktx7ipccetotqrr11mct Reyes, J.A. (2013). Transactional distance theory: Is it here to stay? Distance Learning, 10(3), 43-50. See: Reyes_2013.pdf Rumble, G. (2005) Systems thinking and its application to study of distance education. Unpublished document. Retrieved from https://learn.umuc.edu/d2l/le/content/288131/viewContent/11085317/View Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The American Journal of Distance Education, 13(1), 60-75. Available from: http://www.box.com/s/fsq1r8xmyd6ehqf8oq28 Personal reflections of my own learning I have always been a distance learner. Having married and having a baby at a really young age, I continued my studies via correspondence. My first experience with distance education mirrors the first wave of distance education that I have covered in previous posts. I successfully completed my matric (yes with a little one by my side!). My undergraduate and graduate studies began with the University of South Africa (Unisa) and reflected the second and third waves of distance education - progressing along the continuum of fully offline to fully online education. So, in essence, I have a wide range of skills and capabilities in distance and online learning (take note of the distinction - online learning is a form of distance education and NOT distance education per se). Although learning new platforms and acquainting oneself with new technologies and application is somewhat daunting, my excitement overpowers my fear. This is attested in my score in the adprima preparedness test (with a score of 70). The only challenge I have with online learning, specifically in this program and the LEO environment is the navigation between multiple sites to complete a task. Additionally, some information is duplicated in the different sites and tabs (often with slightly different information). What happens then is that I cannot remember where I found certain resources! This is probably something that needs to be looked at. The OMDE601 Library Guide is very useful though. I used it to access the e-reserves for the first assignment. I need to explore the site some more in the coming weeks to find more resources for the subsequent assignments.Overall, my experience has been exciting, yet daunting; invigorating, yet exhausting. The multiple readings and interactions in various discussion forums, as well as the diverse tasks that needed to be completed has made me reflect on distance education in a way that I thought was not possible. Nonetheless, I am pleased to say that my initial definition of distance learning encompasses everything that I have learnt thus far about the evolution of distance education (although I did not think about many aspects at the time)! I cannot wait to see if my definition evolves (and if it does not, then I would like to see what traditional aspects will be covered by the concepts in my definition!) Until next week..... Online learning is one element of the distance education spectrum
The First Wave of Distance Education OMDE 601 9040 An interesting aspect brought about by one of my classmates, Jan Mentz, is the concept of alienation. Alienation is something to think about on the part of instructors and students I think, especially with the growing trend towards working remotely. I like Paul's thoughts on looking into the work of Karl Marx in understanding the aspect of alienation of the workforce. My understanding of distance education is indeed getting more insightful! At the end of week 4, reflections on the first wave of distance education have been shaped. I particularly like the concept of 'waves of development' as it signifies ebbs and flows of development, and does not exclude overlaps, as waves usually merge into one another - sometimes seamlessly, sometimes with various tidal 'prints'. The video interviews by Peters (2011) highlight these waves of distance education (discussed in a previous post). In identifying the waves of development, Kentor (2015) also discusses the evolution of distance education, emphasizing the role of information and communication technology in the widespread acceptance and popularity of this form of education. The common thread in most of the readings up to now, is the physical separation between students and instructors, and how advances in technology and infrastructure have been instrumental in bridging this gap - so much so that distance education has many features of traditional education. Platforms such as radio, television, and the Internet are utilized in both face-to-face and distance education. Nonetheless, distance education requires a different pedagogy as instructors deal with 'digital personalities', which leads to estrangement and alienation, as pointed out at the beginning of this post! This is an interesting point that is evident in the Department of Communication Science at the University of South Africa (Unisa). The Department has partnered with Google in setting up a platform for live broadcasts that are automatically recorded during the transmission. Students can view the broadcast (in real-time or asynchronously), using any platform (laptop, tablet, smartphone, etcetera) by clicking on a link generated by the system. Professor D.F. du Plessis, the leader of this project, calls this "face-to-face at a distance". I have already discussed many aspects of the first wave of distance education in my previous blog posts - so be sure to have look at these to see how my views about distance education have evolved! The video lectures and readings of seminal authors,such as Borje Holmberg (2005) and Otto Peters (2004), as well as the vibrant discussions in the online threads for this course have stimulated my critical thinking and analysis of distance education. Onto week 5...... Distance education bridges the gap between geographically dispersed students and instructors References
Holmberg, B. (2005). Concepts and terminology - Student bodies. In B. Holmberg (Ed.), The evolution, principles, and practice of distance education. Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg (pp. 9-11). Retrieved from http://www.box.com/shared/y97qyc7m0t Kentnor, H.E. (2015). Distance education and the evolution of online learning in the United States. Curriculum and Teaching Dialogue, 17 (1/2), pp. 21-34. Retrieved from https://learn.umuc.edu/content/enforced/288131-006366-01-2182-GO1-9040/eReserves/Kentnor_2015.pdf?_&d2lSessionVal=GDOmuZvrwH5EcDYRYBuIb8aE0&ou=288131 Peters, O. (2011, December 2). Industrialization theory and distance education, Parts 1-4. [Video interviews.] Haag, Germany. Retrieved from Part 1: http://vimeo.com/33107755 Retrieved from Part 2: http://vimeo.com/33523216 Retrieved from Part 3: http://vimeo.com/33525745 Retrieved from Part 4: http://vimeo.com/33109477 Sui Generis –the unique (or not so unique) aspects of distance educationOMDE 601 9040 According to Peters (2010c), distance education is the “most industrialized form of education” (p.31), and in doing so clearly distinguishes between face-to-face and distance education in a somewhat dichotomous separation. This dichotomous separation is too limiting in sense, as, personally, education could feature on a continuum of completely offline to completely online, and anything in-between. Nonetheless, Peters (2011), refers to several unique aspects of distance education that distinguish it from traditional education: 1. Separation of teacher and learner 2. Mass education 3. Mass production and distribution of teaching material 4. An emerging view of pedagogy at a distance 5. Changing teaching practice 6. Structural changes to the traditional model of education Of the various distinguishing features of distance education, he cites structural differences as the main distinguishing element (Peters 2011). Peters explains that DE is Sui Generis or a unique and distinctive form of education in its own right. Peters believes the pedagogical approach to distance education differs from face-to-face education, not only by virtue of distance education’s’ dependence on technology and media, but also in the distinctive patterns of collaboration between instructors and students (Peters 2010b; Peters, 2011). Bernath and Vidal (2007) point this out in their article, indicating that the conversational tone and the empathetic character purportedly inherent in contact classrooms is still missing in distance education settings, but can easily be remedied by utilising various mediums and channels to create networked, interactive communication. Nonetheless, as Peters (2010b) states, the adoption of these techniques requires a new approach to education, a new attitude, a new strategy – a different pedagogy, as the use of technology (he includes the use of print media in this delineation) use is paramount in distance education, while the use of technology is complementary in contact classrooms. The development of transport infrastructure is also an important aspect of the development of distance education according to Peters (2010c). What is interesting and thought provoking is Peter’s (2010c) assertion that distance education could not have developed without industrialization. His expanded description of media and technology encompasses the development of modern transportation and postal systems as well as digital technology and communication systems. Indeed, this broad delineation leads to the question of the impact of failed communication and transportation systems on distance education. This is a relevant and significant observation at the University of South Africa (Unisa). These systems truly impact on ‘service delivery’ in this context, as postal and courier service protests hinder delivery of hard copy study materials; and poor infrastructure creates barriers to the provision of online instructional materials; as is the case with server issues, Internet connectivity, and bandwidth problems. Surely, these challenges could be faced by many distance education intuitions, should there be failures in any communication or transportation system. This leads me to a realization that distance education, particularly in its present model of mass education, is dependent on industrial systems in various ways (Peters, 2010a). Peter’s (2011) notion of the separation between teacher and student also holds true in many respects, more specifically in the case of geographical separation. Moreover, as much as the educational system, both face-to-face and distance education (as per Peter’s dichotomy), strives to develop independent and critical learners, how far has the educational system moved away from the model of teacher dominance in the classroom? I would say that this move is emerging and developing, and has still to taking shape in the virtual and the contact classroom, and “we will possibly have to face even greater changes of this kind in education if we are seriously to strive for egalitarian educational systems” (Peters, 2010a, p.79). The final point that needs to be emphasized is the more inclusive student demographic that distance education supports (Peters, 2010b). Truly, the distance education system promotes access to education for students who were previously excluded for various reasons, as well as adults wishing to continue their studies to upgrade their skills and knowledge. This is a feature of distance education pertinent to Unisa, as it is provides education to around 350 000 students from different backgrounds and contexts. Correspondence education is considered the roots of distance education (Peters, 2010c). So, at the close of week three, all I can say is that distance education has some unique aspects, distinct from traditional learning spaces. Nonetheless, inasmuch as I agree that many learning theories can be applicable to both contact and distance education settings, I believe that Peters (2010c) refers to a "macro-pedagogical perspective" (p.31). Peters’ initial interaction and study of DE led to the realization that face-to-face teaching and learning theorists referred to distance education as “a reduced and denaturalized form of face-to-face education” (Peters, 2011). It is this aspect of the lack of contact in the distance education framework that needs to be approached from a different pedagogical approach in order to 'bridge' this distance, as "virtual communities replace the real communities of learners, teachers and tutors" (Peters, 2010b). Not only is the space between instructors and students distinct, but so too is the interaction and collaboration between the various stakeholders in the education system. Therefore, even though there have been great strides in technology and digitization of educational spaces, new approaches and strategies need to be developed to integrate 'contact', 'empathy', and 'collaboration' between and among all stakeholders in these virtual spaces, which indicates a pedagogical approach beyond the micro space of the classroom only.
References Bernath, B., & Vidal, M. (2007). The theories and the theorists: Why theory is important for research. Distance et saviors 5(3), 427-458. Retrieved from http://www.box.com/s/fsgilnj1zxsnlbjqzi0b Peters, O. (2010a). The iceberg has not yet melted: Further reflections on the concept of industrialization and distance teaching. In O. Peters, Distance education in transition: Developments and issues (5th ed., pp. 33-42). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from http://www.box.com/s/ktx7ipccetotqrr11mct Peters, O. (2010b). The revolutionary impact of distance education. In O. Peters, Distance education in transition: Developments and issues (5th ed., pp. 43-56). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Retrieved from http://www.box.com/s/ktx7ipccetotqrr11mct Peters, O. (2010c). The theory of the "most industrialized education". In O. Peters, Distance education in transition: Developments and issues (5th ed., pp. 11-32). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from: http://www.box.com/s/ktx7ipccetotqrr11mct Peters, O. (2011, December 2). Industrialization theory and distance education, Parts 1-4. [Video interviews.] Haag, Germany. Retrieved from Part 1: http://vimeo.com/33107755 Retrieved from Part 2: http://vimeo.com/33523216 Retrieved from Part 3: http://vimeo.com/33525745 Retrieved from Part 4: http://vimeo.com/33109477 OMDE 601 9040 Week 2 of this journey has been dramatic and filled with anxiety and multiple task submissions. but, once again, with the guidance of our instructors and the motivation from fellow classmates, we survived to share our experiences. Personally, despite all the challenges and mixed feelings, the tasks have been thoroughly insightful. I have reflected on what distance education means in varying contexts, coming to the conclusion that distance education is a multifaceted concept and approach to education that aims to bridge the gap between geographically dispersed seekers and providers of education and utilizes various means, modes, strategies, and techniques for collaboration and interaction, citing Moore and Kearseley's (2012) definition of distance education as the one that closely aligns to my views of the said concept: "Distance education is the interplay between people who are teachers and learners in environments that have the special characteristic of being separate from one another" (p. 209 ). The task of creating a mind map with a software program was no easy feat, but it proved to be beneficial on so many levels. Not only was I able to create an interactive mind map that features in this e-portfolio (click here to view the mind map), but I was also able to synthesize all of my reading material into a coherent graphic that made the task of writing the essay for assignment 1 (click here to read the essay) much easier. As I close my thoughts at the end of this long week, I continue to reflect on the changing global education landscape and think about how and where distance education fits into therein..... signing (and dozing...) off into Week 3. How significant was the development of transport infrastructure in the evolution of distance education? Before the development of more modern forms of transport, where bicycles also prominent in the distribution of learning materials?
OMDE 601 9040 As the first week of the MDE program draws to a close, I have had time to reflect on being a distance learner again, navigating various resources and interacting with 'virtual' classmates in a 'virtual learning environment'. This was by no means an easy transition into the course, but at the same time, it has been exciting! Not only have I had time to reflect on my own learning, but on the learning experience of my students as well. Various issues come to mind in this respect:
These issues are particularly relevant in the South African context that need to be considered in the development of course content and the choice of resources while at the same time promoting digital literacy, digital inclusivity and information literacy. Of interest was the YouTube video Counselling Skills Lecture 2 The Reflective Journal by John Marsden (2007). The deep meta-analysis of my personal learning was not something I reflected on prior to this and is, therefore, a skill that I will be utilizing in my learning and teaching from now on. There have been various resources, ranging from videos and blogs, to journal articles and book chapters that have been provided that have made learning very interesting (and perplexing at the same time) as I navigate between tabs and web pages. Nonetheless, I survived the first week of this journey to tell the tale of the next challenging, but equally invigorating week! Correspondence education through printed mediums marked the beginning of distance education
My personal views about distance educationOMDE 601 9040 This is a personal definition of distance education based on personal experience, firstly as a distance learner, and secondly as a facilitator in distance education. This definition will be expanded on, and enhanced in a theoretically sound way as the various readings have been perused and critically studied. Hence, personally, distance education entails a blended learning and teaching approach, utilizing both printed and online resources, to reach students in geographically dispersed locations. Learning and teaching are cyclical and interactive processes, because as one teaches one learns and vice versa. The reason for describing DE as a blended learning approach is due to the South African context and the slowly developing infrastructure in rural areas, which impacts on the provision of online resources for students. therefore, materials and resources need to be provided using various mediums and platforms, sometimes being duplicated, to ensure accessibility and inclusion. Nonetheless, after some vital feedback from Paul that got me thinking and reflecting on the distance education spectrum, I revised my definition of distance education. My revised personal definition thus stated: Distance education entails a context-appropriate, blended (ranging from totally offline to fully online) teaching strategy that consists of both synchronous and asynchronous elements where instructors and learners are geographically separated. This revised personal definition thus created the platform for all my tasks for week two, the reflections of which appear in the next post... Will printed books still be used in distance education in the future?
|
Archives
April 2018
Categories
All
|