This made me laugh. The next picture, is an amazing image for distance learning!
ESSENTIAL QUESTION: WHAT
THEORIES OR RESEARCH CAN INFORM YOUR CURRENT PRACTICE OF DISTANCE LEARNING?
I have always had classroom based
learning. It wasn’t until I took a Geography class while getting my
undergraduate, as a distance learning course. This course turned out to be
nothing like distance learning today. Distance learning today, is when students
must learn to work “well independently and without the constant guidance and
monitoring of an instructor, making distance learning a challenge for those who
are not easily self-motivated” (Haertela). When I was given my distance course,
I had to read the Geography text, complete a few assignments that were sent to
me through email and then drive down to the distance education building and
take a test for half of my grade.
What I realized while taking this
course, is this turned out to be the easiest level, but the most stressful
course I had ever taken in my life. The reason, I didn’t have an environment to
attend to for the course. I had all of my other classes, which were classroom
based and all of their requirements and course work to complete. It was very
easy to forget about the distance learning course I had. To pass this course, I
made sure to put sticky notes all over my desk to complete the assignments and
take the test. I told myself I would never do an online course ever again. Well
that didn’t last very long. A year later, I started my masters in Educational
Technology and realized all of my classes were going to be distance learning. I
have loved everything about technology since I was a child, except the distance
learning course I had in college. So, I decided to pursue my dream and take my
next distance learning course. I was nervous at first, but when I started my
first class, my image of distance learning completely changed.
The first thing I realized is, with distance learning there
needs to be a conversation, a “guided didactic conversation” (Holmberg). This
makes the students feel a “personal relationship between the teacher and the learning
parties” (Moore). I have never met my classmates or professors personally face
to face. With the distance learning I have been apart of, I feel as if I’ve
known them for years. The webcam meetings, Google Hangouts, Webex and twitter
has helped me create a relationship I probably would have never had in a
classroom setting. I am able to see my peers and instructor, have a
conversation with them and feel confident in asking questions. Sometimes a
classroom setting, students are conscious about their comments and stay silent
the whole time. Furthermore, “participation may be less intimidating and the
quality and quantity of interaction may be increased in online classes” (Ya
Ni). With distance learning, I always
feel that if I have a question I can reach out to someone in an instant for
support.
I have noticed from the distance learning
courses vs. the one I had in college, I’m more motivated to complete it. I want
to view my peers thoughts and converse more about the content we are learning
or games and lessons we are designing. Distance learning gives access to
“instructional videos, CD-ROM programs, or interactive "real time"
lectures and office hours online via webcam” (Hassenburg). It helps “enhance
the overall writing performance when students write on blogs and promotes participants
autonomous monitoring of their own writing” (Moore).
I remember my very first time, I read the
requirements for my first class with my masters degree, I was shocked to watch
an online module of the course. This was nothing I had ever seen or thought was
possible. If you ask if it’s shocking now, I will show you my own online module
I have created for my students. It’s amazing to me how well distance learning
is compared to a classroom setting.
Moore and Kearsley, explain through all the research studies, that
classroom setting vs. distance learning is about the same with students success
rates. If you asked me if I believed this theory, years ago, when I took my
first distance learning course, I probably would have laughed and asked for the
data. Now, I absolutely believe the results are true and look forward to
watching how distance learning evolves in years to come.
Resources
Haertela, G. D., Walberg, H. J., &
Haertela, E. H. (1981). Socio‐psychological environments and learning:
A quantitative synthesis. British Educational Research Journal, 7(1), 27–36.
Hassenburg, A. (2009). Distance Education
Versus The Traditional Classroom. Berkeley
Scientific Journal, 13(1), 13(1),
10-10. Retrieved January 15, 2015, from
https://escholarship.org/uc/item/3859m52h
Ya Ni, A. (n.d.). Comparing the Effectiveness of Classroom and Online Learning: Teaching
Research Methods. San Bernardino: California State University. Retrieved
from www.naspaa.org on January 13, 2015
Moore, M.G., and Kearsley, G. (2011). Distance
Education: A Systems View of Online Learning, 3rd Edition. Belmont: Cengage
Learning.
Amanda, I totally agree with you in regards to a student who is not self motivated struggles with distance education. I also had the experience, in forgetting about a distance class. You get behind and can not catch up. I takes learning the skills needed to be successful in this new type of learning. I also feel connected to my classmates even though I have never meet them. It is ice to learn about other parts of the state and other classroom environments. I think having the conversations does make the learning personal. I do not mind classes that are asynchronous, because being able to get the classes done faster, but feel the conversations in synchronous to be valuable. Your post really got me thinking, thanks for sharing.
ReplyDeleteDistance learning used to equal procrastination for me too. One of my first DL courses I was given all the required assignments/readings at once and given a set amount of time to do it in. No one checked in on me, no one checked for my understanding of the material. I could turn in all my work at once if I chose to, which I think I did. And of course I waited until the last week to turn it all in. Now in the UAS program I appreciate the Lee gives us opportunities for our assignments to build on one another. I just finished her SEACCR course and each week an assignment was due it was part of the end project we were to turn in. I couldn't procrastinate. We also have weekly meetings where we can ask questions and touch base with colleagues to make sure we understand the course material.
ReplyDeleteI agree with you that the dialogue part of distance learning is what also makes it work for me. Even in a class meeting, we can have "side chats" and that's perfectly okay! I also like that I can take time to reflect on what I read and on the work of my peers and easily access outside resources if I need to. In essence, we are all part of a peer learning network without ever meeting each other! Not long ago, this was science fiction! I also agree that the "anonymity" of interacting online can help those "shy" students share their ideas in a different way.
ReplyDeleteThank you for mentioning about your concerns taking distance learning courses. I too had many concerns about taking distance learning courses. However, I learned that one of the means for me to ease my concerns about distance learning is to adapt to what I already know with what is being taught. For instance, I dreaded taking this particular distance learning course because of the structure(s). After reading "Learning Theory and Online Technologies" Chapter 9 and Chapter 10, my understanding about the distance learning has greatly changed. I understand that their are many positive benefits in experiencing distance learning. In addition, distance learning is a new element in education and it is a growing virtual learning environment that has many benefits for unique learners.
ReplyDelete