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
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