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
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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 |
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