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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