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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