Week 9

ESSENTIAL QUESTION: WHAT LESSONS CAN WE TAKE FROM GLOBAL DISTANCE LEARNING EFFORTS?

         When you think of designing an online course, you want to think of the students that you will be creating it for. From the readings this week, I learned that distance learning is based every where in the world. I thought it was interesting, in Pakistan “The rate of literacy and education is much lower for females in Pakistan, particularly in the rural areas, due to poverty and conservative traditions” (Moore and Kearsley). Distance learning has helped girls get an education from their home. They do not have to go to a school or be seen with other men. In “Saudi Arabia, where tradition requires men and women to study in separate environments, distance education enabled women to engage in higher education by studying at home” (Moore and Kearsley). Distance education gives the opportunity for anyone to receive an education.

         It is another way to receive training. “It will be used, not only for education  and training, but as a way to integrate learning with performance on the job in implementing aid programs” (Moore and Kearsley). From this week, I learned that almost every distance learning course is either done through asynchronous or a blended learning environment with a face-face meeting time. Almost all courses have videos for students to watch, study guides for them to read and certain required texts. I thought it was interesting in The Netherlands “there is no cohort of students following a prescribed study pattern, as in most distance-teaching universities. Students can enroll at any time and generally decide for themselves when to take an examination” (Moore and Kearsley. I don’t agree with this type of distance education. I have had this same distance education course and it’s very easy to put the class on the back burner and forget about it. Also, I think there needs to be deadlines for when students apply and start a course. They need to be able to collaborate with other peers and not just join whenever, it’s need to be organized.

         In Turkey, “most programs students are assessed by means of multiple choice tests produced by the Assessment Department” (Moore and Kearsley). I think in a course, there can be some multiple choice assessments, but not for everything. There needs to be a variety of assessments completed.

         Distance education is the solution to one of the biggest problems in our world. It will “bridge the gap in knowledge and knowledge creation between  wealthy countries and poorer countries” Moore and Kearsley). It will give every student a chance to receive an education. “Public institutions in the United States are much more likely to offer online courses than private institutions: 97 percent of two-year institutions and 89 percent of four-year institutions offer distance education programs” (Hanover). Whether students are studying abroad or in their home. Since 1970 there have been “more than 50 open universities” (Walsh) available to students. Africa has the most difficult time. There’s hardly any students that go to school or get an education. “The oldest open

university in the world, believes that open and distance learning may be the only viable and affordable means of providing post-secondary education in Africa, given the constraints there” (Walsh). I think distance education is the key to success in our world.

         Distance education can be completed online, through any mobile device students have access to. Distance learning can occur anywhere in the world. “Student mobility has increased significantly over the past two decades. Four million students studied abroad in 2004, a three-fold increase over the number in 1980” (Walsh). Here are 5 things to consider when designing a distance learning course (Chaney and Eddy)

 1. Distance learning is not superior to or inferior to traditional face-to-face instruction.

2. Successful distance learning programs are driven by teaching and learning rather than technology

3.  Principles of marketing management apply to distance learning program success.

4.  Successful online/distance learning courses and programs meet the needs of multiple constituents (students, faculty, departments, professions, administrators, etc.).

5.  A culture of support at all levels of the institution enables success

As I was doing my own research on global distance education I came across an interesting tip. “Developers and institutions should not view distance learning, simply as an easy way to make money, but rather, as a systematic, educational, delivery mechanism to reach time-bound and location-bound students”. (Chaney and Eddy) The reason for distance education is to give everyone in the world an opportunity for knowledge and an education. I think what lessons we can take from is design a course that is easily accessible to your students. Make the assignments were students are using technology they know how to use and can access materials anytime of the day. Students who take distance-learning courses are in many different time zones. Materials for the class need to be available at all times.

         I was pretty impressed and surprised at how many distance-learning courses are available in different countries. I can only imagine the number of participants increasing each year and education being easily accessible to students.

Resources

Moore, M.G., and Kearsley, G. (2011).  Distance Education:  A Systems View of Online Learning, 3^rd Edition.  Belmont: Cengage Learning.

Chaney, E., Eddy, J., & Chaney, D. (2010, January 1). The Context of Distance Learning Programs in Higher Education: Five Enabling Assumptions. Retrieved March 11, 2015, from http://www.westga.edu/~distance/ojdla/winter134/chaney134.html

Hanover. (2011, February 1). Trends in Global Distance Learning. Retrieved March 11, 2015, from http://www.hanoverresearch.com/wp-content/uploads/2011/12/Trends-in-Global-Distance-Learning-Membership.pdf

Walsh, P. (2009, January 1). GLOBAL TRENDS IN HIGHER EDUCATION, ADULT AND DISTANCE LEARNING. Retrieved March 11, 2015, from http://www.icde.org/filestore/Resources/Reports/FINALICDEENVIRNOMENTALSCAN05.02.pdf