Learning Skills For Open Distance Learners (part 15)

4. The evaluation of distance learning must be continual and systematic. This evaluation must target the unique issues found in a distance learning environment and therefore may be different from the standard university student/course evaluation. The faculty should also be encouraged to evaluate the course and provide recommendations for adjustment and improvement. Student observations of this type of course could include the typical university evaluation format but must also ask for information regarding quality of the remote environment, quality and quantity of student/faculty interaction, effectiveness of course content delivery through distance-learning technology, satisfaction with the course administrative activities (examinations, equipment accessibility, communication systems) and satisfaction with distance learning as compared to traditional learning.

The faculty involved should be asked to evaluate their experience with this different teaching/learning orientation. Questions about the amount of preparation and administration requirements, the effectiveness of equipment and facility layout for both origination and remote locations, student performance and responsiveness as compared to the traditional mode, and resource needs for this approach must be asked not only upon completion of but also during the course. All information collected from the student and faculty evaluations should be considered by the distance learning coordinator, faculty committee, or administrative body responsible for developing and maintaining policies and procedures.

5. Policies regarding recording and distribution of televised distance learning courses and faculty/student interactions during those courses must be established. Although most universities have policies regarding intellectual properties, the created matter or processes developed and used by faculty in distance learning may or may not be owned by the participating faculty members. Careful consideration must be given to the interpretation of the university’s intellectual-properties policy prior to involvement in this approach.

For instance, if faculty members create material while teaching in distance learning courses, was that material developed as part of regularly assigned duties, thereby giving the university ownership, or was the material developed at the faculty member’s initiative, giving ownership to the faculty member? Also, if university equipment and resources are used during the development of this material, what portion belongs to the university and what portion belongs to the faculty member? Perhaps faculty members venturing into distance learning may wish to have a signed statement from the appropriate administrative official prior to developing material used in their course, clarifying ownership of intellectual properties. At the very least, some sort of legal clarification should be sought.

Special attention should also be given to the recording and distribution of any faculty or student interaction as a result of participation in a distance-learning event. Signed release forms may also need to be given to students, guest lecturers, observers, and faculty prior to class “air time.”

Conclusion and the Future

Distance learning has moved from the early days of correspondence courses with limited interaction to an electronic multimedia, multi-site, real-time, two-way communication event. With the variety of distance learning approaches currently in use, attention must be given to technology, environment, faculty, students and delivery issues involved, insuring effective implementation and monitoring of courses using this approach. The future holds many opportunities and many questions that must be addressed if this teaching/learning mode is to produce optimal benefit for all participating. Those journeying down the televised distance-learning highway must know where they are going and must be guided by a vision of possibilities for tomorrow’s classroom.

Authors’ Note: The authors shared equally in this effort and would like to acknowledge the members of Distance Learning Task Force, Virginia Commonwealth University, for their comments regarding distance learning.

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Learning Skills For Open Distance Learners (part 14)

To assist in effectively conveying material, faculty and students should utilize the appropriate graphic, image, and sound software packages available to add value to the topic at hand. Examples include PowerPoint, Authorware, and Toolbook to mention but a few. The use of computer, video/audio, transmission, and receiving technology should be incorporated into the design.

2. The requirements for teaching in distance learning are different from traditional face-to-face teaching and therefore require a new infrastructure. This guideline required thought for the remote-site conditions in regard to lighting, sound, and classroom use of space as well as transmitting and receiving equipment discussed in the preceding guideline (for example, student tables with microphones and computer conferencing capabilities). Distributing materials to and from the host institution through local area networks, testing requirements, electronic library access, and remote-site administrative concerns must also be addressed.

The faculty who teach in this mode will also have different needs and requirements. The multiple sites will dictate more consideration and coordination of materials distribution, site visitations, proctors for tests, and opening and closing site duties. For many faculty, the preparation for these activities will require longer lead time and additional skills in presentation. The dynamics of a multisite classroom using multimedia technology while trying to encourage interaction and still communicate the subject under study needs someone akin to an orchestra conductor. Training (which is frequently lacking) is needed to best accomplish this feat with more time and resources provided for practice and preparation actually using the distance-learning facility. An additional consideration would be rotation of site visitations by the faculty member depending on goals of the course or program. For instance, as the next guideline indicates, the necessary human element, or face-to-face, contact may be very important to the faculty, student, and school.

3. To maintain the human element through distance learning, face-to-face and other forms of interaction should be included in the course development and administration. Face-to-face interaction could be achieved through rotating the faculty at the various sites, establishing some class meetings where all students must be present at the same location, maintaining office hours before or after site rotations, and encouraging off-site students to visit the origination facility. Additionally, the human element may be advanced through many other forms of interaction. The design of the course could include opportunities for students to interact with others through in- and out-of-class activities, student directed questions, and intersite projects requiring interaction. The faculty member may also use student information sheets provided during the first class session and call upon specific students with questions that relate to their particular background and needs. Class time during the first session could be devoted to introductions of each student, faculty, and other site personnel. The communication systems of e-mail, voice-mail, and electronic bulletin boards can also be incorporated throughout the course time, reinforcing topic- and class-related activities or both. The faculty is also encouraged to mail a midcourse evaluation letter to each student summarizing both content covered during the semester and individual progress. Last, student input at midterm should be requested in regard to distance-learning issues. This information could provide material for class discussion, and adjustments could be made as needed to enhance the human element.

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Learning Skills For Open Distance Learners (part 13)

Baker and Gloster (1989) in formulating a strategic plan for academic computing for California Polytechnic State University, reported that technology can benefit learning when it takes into account the student, teacher, and support aspects needed to effectively implement such an endeavor. The following section describes a similar effort in developing an approach for distance learning within a school of business.

The Distance Learning Task Force

A task force representing faculty from all departments within the School of Business was appointed by the Dean to develop and recommend guidelines for providing distance learning. The task force reviewed the literature, visited university and corporate distance-learning sites within the region, investigated the various technologies used, and envisioned possible issues that we could face as we implemented this new system. Our purpose was not to provide a technology specification checklist but to provide a general understanding of the impact of any technology chosen for our school. After many months of meetings, reviews, visits, and debates, the task force developed a vision and guidelines for distance learning. What follows is a discussion of the vision and guidelines.

Vision and Guidelines

Our interpretation of the vision for our approach to distance learning is this: The School of Business will use interactive video and multimedia technology to ensure effective two-way communication in our distance-learning programs.

The vision statement represents an orientation that can enhance the communication process by allowing for two-way interaction, thus potentially increasing the level of understanding on the part of both the faculty member and the student for the topic, concern, or problem at hand in real time. Our purpose was to provide a classroom experience for those students who could not attend the on-site course, allowing for as much participation and interaction as possible. Given this vision and purpose, we then developed the following guidelines to meet this orientation.

1. Distance learning should include two-way interactive video and audio communication. The communication technology and setting between faculty and student should allow for interaction as needed during class time. This access must be uncomplicated and unobtrusive. Interaction should allow for multiple sites with all participants having real-time communication. The faculty member should have control over the transmission of this interaction to and from all locations.

The design of the facility in regard to acoustics, lighting, seating, camera, and instructional equipment must be considered at the outset. Faculty input should be sought for effective presentation of the information, given the nature of this communication environment. Our task force consulted experts from Bell Atlantic Maryland, Inc. regarding the video-distance characteristics of a classroom. Students should have access to computer conferencing during these sessions to augment the materials presented. This would impact the design of the facility.

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Learning Skills For Open Distance Learners (part 12)

Cyrs and Smith (1988) expressed the view that distance teaching has dimensions different from traditional face-to-face instruction. They identified the following differentiating factors for distance teaching: organization and packaging of the televised course, use of visuals in TV format, presentation skills, personal appearance, use of interactive study guides, questioning strategies, and consumer assessment.

Prior Research Studies

Dillon, Hengst, and Zoller (1989) conducted a study to ascertain who participates in distance teaching and why, what instructional strategies the faculty chooses, what the nature of the selection process is, and what differences exist between the strategies used by the faculty in the televised classes and the equivalent on-campus class. Data were obtained through surveys and structured telephone interviews. The researchers concluded that the unique attributes of distance education require a greater emphasis on involvement strategies than traditional on-campus instruction. The findings suggest that instead of focusing on a specific (tried-and-true) technology in reaching the distant student, the faculty should focus on enhancing student involvement in the teaching-learning process. There should be more systematic guidelines for selecting pedagogical methods that are correlated to the types of learning presented by the needs of the new learning environment. Faculty development efforts must address both faculty training and the institutional rewards for participation in providing education to the distant learner.

Dillon, Gunawardena, and Parker (1989) analyzed the reintegration of the teaching-learning behaviors in a distance education system through an evaluation of the student-support system for distant learners. Distance students noted that the major areas for improvement in services directly related to distance instruction were the availability of library and counseling services. The findings supported that the primary focus of improvements in the communication process should include a more sophisticated audio system, a better-coordinated delivery of materials, and improved coordination at distant sites. The transmitting institutions should implement a faculty-development program providing both instruction and rewards for faculty using the distance-learning approach.

Behm, Molise, and Threkeld (1989) investigated the learning environments of students to identify the differences between distance-learning settings and more traditional educational settings. Their study concluded that learner support systems should provide adequate involvement between learner and instructor, transmit feedback to the learner on progress and achievement, ensure that communication occurs between learners, provide access to class materials and resources, reduce administration, and increase the positive perception that distance learners are a part of and vital to the educational setting.

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Learning Skills For Open Distance Learners (part 11)

Finally, Cyrs (1989), defined distance learning and teaching as education and training through live television by any electronic delivery systems including microwave, fiber optic, or satellite, using one- or two-way video and two-way audio, or in a packaged format using videotape with or without telephone or other electronic interface.

Characteristics of Distance Learning

Keegan (1986) stressed the following attributes as the main elements of distance education: the separation of teacher and learner, the influence of an education organization, the use of technical media, the provision of two-way communication, and the possibility of occasional feedback meetings. Additionally, technology has played a critical role in the growth of distance learning.

In describing changes influenced by technology, Gell and Cochrane (1994/95) stated institutions are having to become flexible and customer-driven in order to maintain direction and survive during this immediate-response-time decade. The education sector will not be hindered by space, time and location and will become a borderless activity. These researchers further posit that the education sector will lose its grip as the primary education provider and will therefore have to reinvent itself as a different learning sector beginning in the next century.

According to Gell and Cochrane (1994/95), if the concept of using telecommunication services to assist in the training of people is accepted, a range of basic issues and related questions such as the following should be answered:

* Why do many instructors at many universities deliver notably similar material?

* Why does teaching have to be delivered in real-time?

* Why should educational institutions build new buildings if their students can be reached through the distance-learning system?

* Why don’t more institutions share on-line information rather than reproducing the same systems at their location?

* How can traditional and virtual systems augment each other so that students can benefit?

In commenting on the changing role of universities, Ostar (1991) offered the perspective of a new kind of university(an interactive university) becoming the primary force for change. This interactive university embraces two-way communication and cooperation. The curriculum in the interactive university would be developed by scholars who are committed to excellence in transformation, application, and working with the communities they serve. Ostar noted that classrooms, libraries, and dormitories wouldn’t restrict the interactive university. This kind of university engages the community beyond its borders, encouraging it to become a vital and fundamental part of the campus environment.

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Learning Skills For Open Distance Learners (part 10)

The strength of the book is its practical utility. The authors have struck a fine balance between offering general principles applicable across institutions and other environmental specifics, and an outstanding, varied selection of practical suggestions from which users can choose. The book would be an excellent choice for any educators planning to begin employing distance learning.

Article 2

Interactive Distance Learning: Perspective and Thoughts

Journal article by Randolph T. Barket, Charles L. Holley; Business Communication Quarterly, Vol. 59, 1996

Economic and academic challenges that confront colleges and universities present opportunities for developing creative solutions that include visualizing problems in new formats, resolving problems in innovative ways, and developing and implementing strategies not previously used. In a competitive university environment heavily influenced by various forms of technology, current and potential students increasingly have choices among diverse course offerings. Students’ decisions about courses are influenced by the relevance of specific course content and the quality of the instruction as well as by the overall perceived value of any alternative course format such as distance offerings.

Whereas some versions of distance learning have existed for many years in various organizations, there is not yet widespread uniformity regarding important issues related to the delivery of distance learning. This article presents some selected perspectives on distance learning (including certain issues related to the delivery of distance learning), describes one school’s structured process of identifying some guiding principles associated with the formulation of new distance-learning strategies, and offers a look into the future of distance learning.

Perspectives on Distance Learning

This section describes selected descriptions and definitions of distance learning, diverse views on the important attributes that characterize distance learning, and summaries of selected empirical studies conducted to examine distance-learning delivery systems. The principles for distance learning described later in this paper are in general influenced by aspects of these descriptions and characteristics.

Descriptions of Distance Learning

Holmberg (1985) described distance education as “the various forms of study at all levels which are not under the continuous, immediate supervision of a tutor present with students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance, and tuition of a tutorial organization” (p. 2).

Duguet (1995) suggests a distance-learner is anyone who is not necessarily in the presence of a teacher while learning. Distance learning is not a recent discovery. What is new and important for the future is the place of distance learning in relation to face-to-face education. Duguet’s research suggests a number of reasons for this development. First, it is necessary to reduce the principal costs of face-to-face education – the salary and the construction and maintenance of facilities. It should be noted that the start-up cost of producing teaching materials for distance learning is relatively high. Over time, these costs average to half as much as the traditional approach. The second reason is organizational. Distance-education has been considered to be on the edge of the traditional higher-education system. The distance-education student and instructor tended to be viewed less favorably than the traditional delivery system. But in the United Kingdom, with the accomplishments of the Open University, this situation and perception are changing. The third reason is pedagogical. In response to the variety of learners and their concerns of time and location, the distance-teaching organizations have produced innovations that surpass the traditional system. The final reason is technological progress, which permits greater learning interaction between the student and the instructor.

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Learning Skills For Open Distance Learners (part 9)

The next three chapters (devoted to what should occur while students are enrolled) discuss support services, including an outstanding and lengthy section containing useful and concrete suggestions for what should be included on World Wide Web course and program support pages. The authors also address strategies to help ensure high course and program completion rates, including an interesting discussion of possible reasons for the lower completion rates often found in distance courses. This section concludes with what may be the best chapter in the book (Chapter 9) on assessing learning outcomes. The chapter is organized around a series of five guiding principles, fully explained and followed by suggestions for specific methods of assessment. These include group discussions, student logs or journals, term papers, student portfolios, and tests. Each of these methods is discussed from the standpoint of how they should be implemented in distance learning courses and programs.

The last two chapters (focusing on what should occur after students enroll) are the weakest in the book. Chapter 10 deals with program evaluation and suffers from a lack of specific suggestions. Chapter 11 on accreditation is interesting, but addresses only the Western Interstate Commission on Higher Education (WICHE) guidelines. Furthermore, there is no discussion at all of the many controversies related to accreditation of courses and programs delivered by distance education.

This latter problem is representative of the only major shortcoming of the book – its near-total lack of treatment of the difficult controversies that currently swirl around distance education. There is, for example, no mention of the recent, widespread proliferation of so-called “diploma mills,” many offering, for a hefty fee and entirely online, complete licensure programs, undergraduate degrees, master’s degrees, and even doctoral degrees. Likewise, there is barely a half page of discussion of the issue of ownership of intellectual property rights, despite the fact that bitter debate over this problem continues on many campuses. Similarly, there is no mention whatsoever of the potential effects of commercialization of education that tend to accompany implementation of distance programs. Neglect of such well-known controversies is unfortunate but understandable in light of the fact that these authors are clearly advocates of distance learning, and in view of the book’s current length. It can be forgiven in consideration of the otherwise excellent text they have given us, and the fact they have scrupulously avoided the shameless and near-religious proselytizing often found in some books and articles by advocates of distance education.

There is an excellent companion Web site for the text, containing supplementary and enrichment materials. The authors state that the Website will be updated at least twice a year for at least two years after the publication of the book. An outstanding feature of this Web site is the extensive list of links to sites dealing with material related to each chapter. These links will be invaluable to those wishing to extend their knowledge of topics beyond that presented in the text. At the end of each chapter, a section in the book describes what will be found on the Website relating to that chapter, and each chapter includes a useful section entitled “Summary Tips.”

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Learning Skills For Open Distance Learners (part 8)

Printed out related articles

Article 1

Distance Learning: Principles for Effective Design, Delivery, and Evaluation

Journal article by Cleborne D. Maddux; Journal of Higher Education, Vol. 75, 2004

Recent popular and professional literature is replete with news about the explosive present and future growth of distance education, and faculty on campuses across the country are debating the advisability of this new trend. As Mehrotra, Hollister, and McGahey point out, however, the question is no longer whether or not to implement distance education, but how best to do so. Therefore, the book is timely and needed.

The text is intended for instructors and administrators planning their initial foray into distance education. The authors have wisely chosen to focus on principles that will lead to quality distance education rather than on rapidly changing details of hardware and software. They maintain that when educators are aware of the principles that lead to excellent programs, and when the content, the student population to be served, and the desired student outcomes are identified and analyzed, good technical decisions can, with some minimal advice from technology experts, easily be made. Thus, rather than a book about technology, the authors aspire to produce a practical guide for those launching new distance education courses or programs.

The authors begin by stating their belief that most of the principles of good distance education can also be applied to traditional, on-campus courses. This, they believe, is particularly true given the recent interest in student-centered learning; countering the isolation felt by many students enrolled in very large, on-campus courses; and the considerable potential of technology to make active learning a reality.

The authors then present a brief history of distance education, an informative timeline of events, and an excellent discussion of the reasons for the implementation of distance education courses and programs by American institutions of higher learning. The next five chapters (dedicated to what should occur before students enroll) address the planning and preparation that should take place prior to implementation of distance learning courses and programs. Highlights include several pages of very detailed, practical ideas for promoting and marketing; a list of seven “good practices;” a lengthy chapter on course syllabi and how they should differ from traditional course syllabi; and a very usable decision tree for help in selecting course delivery methods.

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