Online Learning Communities

How do online learning communities significantly impact both student learning and satisfaction within online courses? Compared to traditional education, online learning communities offer more opportunities for learner-to-learner engagement (Laureate, n.d.). Through online learning communities learners exchange ideas and information with more and further flung peers than is possible in traditional educational settings. This aggregation of multiple intelligence (Gardner, 2003) exposes learners to different learning styles, which can increase student satisfaction and both real and perceived learning (Gilbert & Han, 2002).

What are the essential elements of online community building? The goal on an online learning community is “a sense of co-created knowledge and meaning” (Laureate, n.d.). Essential elements are those that support that goal, including:
• Orientation to online learning and to the course
• Navigation that is intuitive and clear for learners with varying degrees of technical ability
• Presence of the facilitator or instructor early and often
• Invitation to students to post a bio of themselves
• Feedback that is timely, specific, and supportive (Laureate, n.d.).

How can online learning communities be sustained? The long-term health of an online learning community depends on robust and ongoing co-creation of learning experiences in which learners and facilitators participate and evolve to the fullness of their abilities (Laureate, n.d.).

What is the relationship between community building and effective online instruction? Having been a member of an online learning community for 14 months, I know that community is a prerequisite for effective online instruction. You don't have to take my word for it: “Knowledge is literally the set of connections between entities, or the adjustment of the strengths of those connections,” (Downes, 2012) and “Experiences with the environment are critical to learning,” (Ertmer & Newby, 1993).

What did you learn that will help you become a more effective instructor in the future? I learn most about this by example, and I will seek to replicate the successes of some of my online professors who are:
• Organized – Online learning is fast-paced and intense. Instructors with excellent time and project management skills afford their students the best opportunities to interact with information and each other and thus, make deeper connections with the course material.
• Present – Online instructors who establish social presence in the community set a tone of openness and collaboration. Instructors who are present are able to probe for understanding and challenge learners to reflect deeply on course material, so they can enrich the group discussions.
• Clear – Instructors who give clear direction enable students to deliver as expected and experience mastery of course material.

Sally Bacchetta

References
Downes, S. (2012). Connectivism and Connective Knowledge: Essays on meaning and learning networks.

Ertmer, P. and Newby, T. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), pp. 50-72.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/Pls/HG_MI_after_20_years.pdf.

Gilbert, J.E. & Han, C.Y. (2002). Arthur: A personalized instructional system. Journal of Network and Computing Applications, 22(3), 149-160.

Laureate Education, Inc. (Producer). (n.d.). Online Learning Communities [DVD] Baltimore, MD

The Future of Distance Learning

I was recently asked to share my thoughts on the future of distance learning, and I’m struggling to be original about the topic. It seems self-evident that the future of distance learning is expansive and inclusive and ever-so-much-more-so. Distance learning has burgeoned far beyond the realm of training for medical transcription and is ubiquitous in corporate settings, higher education, and K-12 education. But the real driver is not just that more people are learning at a distance; it’s that more people are recognizing distance education as a viable alternative to traditional F2F learning. The quality of distance learning coupled with the broad availability of emerging technologies have transformed distance learning from a fall-back, Plan B position to a deliberate first choice.

The growing acceptance of distance learning is fueled by a global increase in online communication. As more of us spend more time together online, engaging with more diverse groups than we ever would in person, the complications of distance matter less, and the benefits matter more, to individuals, corporations, and educational institutions (Laureate Education, Inc., 2009).

If there is a popularity ceiling for distance learning, it may be framed and fortified by distance education institutes themselves. A study by Gambescia and Paolucci (2009) found that few institutions effectively leverage their academic integrity in their promotions, relying instead on convenience and flexibility to appeal to potential students. The study didn’t reveal reasons for this, but I’ll speculate on two reasons:

1. Convenience and flexibility are big draws for distance learning. It’s slam dunk marketing.
2. It’s easier to leverage innate characteristics of distance learning than it is to ensure the academic integrity of distance education.

As Gambescia and Paolucci note, “to ensure a high-level of academic fidelity and integrity for online degree programs is not simply a matter of the university transferring current academic assets to the new online degree programs—throwing it over the fence, so to speak. Transferring such academic assets to online degree programs will understandably call for changes, as the inputs and outputs of online degree program offerings by design can be quite different” (Gambescia & Paolucci, 2009).

Assuming the momentum gathering around distance learning is indeed forward momentum, distance learning institutions themselves have work to do. Enrollment – ballooning. Acceptance – growing. Perceived quality – ?

More is expected of those to whom more has been given; so it is in distance learning as in other aspects of life. Those of us who are distance learners or work in distance learning are uniquely positioned to cultivate positive impressions of distance learning. We do this best by doing well in our endeavors and demonstrating the high standards of distance education today.

Sally Bacchetta

References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Laureate Education, Inc. (Producer). (2010). The future of distance education [DVD]. Baltimore, MD: Author

Schmidt, E., & Gallegos, A. (2001). Distance learning: Issues and concerns of distance learners. Journal of Industrial Technology, 17(3). Retrieved from http://atmae.org/jit/Articles/schmidt041801.pdf

Communication

Which mode of communication do you prefer: written, audio, or video? This week I reviewed a sample communication in each of those three modes to see if the type of communication affected my interpretation of the message. Here is the communication in written form: 

“Hi Mark,

I know you have been busy and possibly in that all day meeting today, but I really need an ETA on the missing report. Because your report contains data I need to finish my report, I might miss my own deadline if I don’t get your report soon. Please let me know when you think you can get your report sent over to me, or even if you can send the data I need in a separate email.

I really appreciate your help.

Jane” (Laureate Education, Inc., 2012).

Written – When I read this I experienced Jane as feeling urgent, conscientious, and compassionate. She is clear about her request and also steps outside her own perspective to share insight into Mark’s workload and offer a compromise solution. If I got this email I would make it a priority to give Jane what she needs and thank her for her patience.

Audio – Next, I listened to an audio recording of Jane reading the same communication. Again, Jane came across as urgent, conscientious, and compassionate, although slightly less assertive.

Video – Finally, I watched a video of Jane speaking the communication. Jane seemed friendly, supportive, and quite a bit less assertive in the email and audio. Jane did something that women often do (and it drives me crazy!), which is to make a statement sound like a question by raising her voice inflection at the end of the sentence. “So please let me know…? If you can send it over soon?” (Laureate Education, Inc., 2012). This diminishes the urgency of the situation and suggests that she is flexible about waiting for the data. “According to Deborah Tannen, we hear a downward cadence as ‘closed’ or ‘final,’ with the extreme being ‘controlling.’ Conversely, we hear an upward cadence as ‘open’ and ‘flexible’ with the extreme being ‘indecisive’” (Tannen, 2011).If I were an over-scheduled Mark, I would not likely prioritize getting Jane’s data to her.

After this exercise I reflected on the nature of communication among some of the project teams I’ve worked with. All have blended written, audio and face-to-face communication. Is one mode better than another?

I prefer written communication, and I want it to be clear and concise. (Ernest Hemingway never wasted a word, and I wish more people were that way.) Some people need to give chapter and verse of everything they say, and others like to chit chat for a minute or two before they discuss the issue at hand.

A project manager needs to be able to reach and receive from everyone on the team, regardless of their communication style. This is easier when the PM is familiar with the team. Once I recognize someone’s style I make an effort to communicate with them in that style and mode. It helps ensure that the message sent is actually received.

Sally Bacchetta

References

Laureate Education, Inc., (Producer). (2012). The Art of Effective Communication. [Multimedia Program]. Baltimore, MD: Author.
 

Tannen, D. (2011). The eloquent woman blog. Retrieved from http://eloquentwoman.blogspot.com/2011/09/do-you-end-sentences-with-upward.html

Water, water, every where, nor any drop to drink

"Water, water, every where,

Nor any drop to drink" (Coleridge, 1798).

Sometimes I feel that way about instructional design. Tools to enhance distance learning abound, but it can be difficult to find the right tool for a specific application. When selecting technology, instructional designers have a responsibility to consider learner characteristics, technical requirements, learning objectives, learning theory and models. We have to ask ourselves what we need the technology to accomplish or facilitate - real-time dialogue, higher-level thinking, social presence, etc. - where the technology will "live - a CMS, a corporate website, in the Cloud, etc. - and potential benefits and limitations of using a specific technology for a specific application.

Here is an assignment I recently completed for a Distance Learning course. What technology would you choose? Why?

Selecting Distance Learning Technologies

In an effort to improve its poor safety record, a biodiesel manufacturing plant needs a series of safety training modules. These stand-alone modules must illustrate best practices on how to safely operate the many pieces of heavy machinery on the plant floor. The modules should involve step-by-step processes and the method of delivery needs to be available to all shifts at the plant. As well, the shift supervisors want to be sure the employees are engaged and can demonstrate their learning from the modules.

I would use Interactive Study Guides and video podcasts for this training project, both of which would be downloadable from the company’s media sharing website.

Description of Technologies

An Interactive Study Guide (ISG) is a “structured note-taking system that leads the learner through a series of concepts, and that requires some active and interactive involvement by the student” (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 244).

A video podcast, or vodcast, is a downloadable video clip that be viewed from a computer or mobile device (http://www.wisegeek.com/what-is-a-video-podcast.htm).

“Media Sharing Sites are Web sites that facilitate the sharing of content and artifacts such as text, pictures, videos, presentations, and audio files” (Laureate, 2009).

Integration of Technologies to Achieve Training Objectives

 

Trainees would log in to the CMS, download the vodcast and view it at an agreed upon time, which would ensure that the training is available to all shifts at the plant. Each safety training module would be divided into three sections and comprise an ISG and a vodcast. The ISG would include an orientation to the module, a list of technical requirements, learning objectives, and recommendations for how to use the ISG during the training session.

•  Section 1 of the vodcast would feature a subject matter expert explaining the features of a piece of machinery and the best practices for safe operation.

• Section 2 of the vodcast would feature a video demonstration of a person operating the machine safely, accompanied by a voice-over that detailed the step-by-step operation of the machine. This would illustrate the step-by-step processes of safe operation.
• Section 3 of the vodcast would feature a person operating the machine in an unsafe manner. Trainees would be instructed to use their ISG to note the errors and explain how to correct them. This would allow shift supervisors to confirm that employees engaged in the training and can demonstrate their learning.

Rationale

• The ISG is an essential tool of the distance educator for several reasons. The ISG:
• Encourages efficient note-taking
• Organizes course content in a way that is easy to follow
• Can be used in all categories of distance education systems
• Is an effective way to show relationships among ideas (Simonson et al., 2012

A vodcast facilitates asynchronous training and is especially useful for modeling and demonstration (www.usdla.org/.../AIMSGDL%202nd%20Ed._styled_010311.pdf).

“Emerging technologies not only enable customization of content, but also customization of the level of interaction by allowing the learner to choose when and how to interact” (Beldarrain, 2006). The use of vodcasts in combination with ISGs would facilitate a customized, learner-centered experience, as trainees would be able to:

• Control the timing of their training
• Control the pace of the training by pausing and replaying portions of the vodcast as needed
• Use the ISG to record questions and key learning concepts for clarification and future reference

Examples

ISG: Ford Customer Service Division developed an ISG for their instructor-led distance learning course designed to train their technicians on the 2005 Mustang (Ford, 2004, p. Intro-1). Ford provided technology to allow trainees audio interaction (call-in) with the instructor, as well as detailed text and photographs in the ISG to support key learning concepts.

Vodcast: Collaborative Care Interactive used Flash animation to create an educational vodcast about diabetes (Conant, 2009). 

Sally Bacchetta

References

Beldarrain, Y. (2006). Distance education trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2),139–153. 

Conant, T. (2009). What’s bugging you? Retrieved from http://collaborativecareinteractive.com/links/what_bugs_you/bugging_you.swf.

Coleridge, S. T. (1798). The Rime of the Ancient Mariner.    

Ford Customer Service Division (2004). FCSD technical training interactive study guide: 2005 Mustang new model technician training. Retrieved from http://www.fordtechservice.dealerconnection.com/vdirs/training/cdatabase/files/30N30F0.pdf.

Laureate Education, Inc. (Producer). (2009). Technology of Distance Education [DVD].
Baltimore, MD: Author.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a
distance: Foundations of distance education (5th ed.) Boston, MA: Pearson. 

www.usdla.org/.../AIMSGDL%202nd%20Ed._styled_010311.pdf

http://www.wisegeek.com/what-is-a-video-podcast.htm

On Wedemeyer's Theory of Independent Study

Charles Wedemeyer (1981) rooted his Theory of Independent Study in the ideal of learner freedom. Wedemeyer characterized independent study as one in which:

• The student and teacher are separated.
• The normal processes of teaching and learning are carried out in writing or through some other medium.
• Teaching is individualized.
• Learning takes place through the student’s activity.
• Learning is made convenient for the student in his or her own environment,
• The learner takes responsibility for the pace of his or her own progress, with freedom to start and stop at any time (Simonson, Smaldino, Albright, & Zvacek, 2012, p. 44).

Does Wedemeyer’s construct meet the criteria of a theory of distance learning? Based on my examination of relevant literature I believe it does. Effective theory guides our practice and renders instruction more effective for the learner (Saba, 2009). If I use Wedemeyer’s ideals as guidance, I will design instruction that is individualized, fosters learner autonomy, and provides appropriate support (teaching), all of which may make the instruction more effective for the learner.

Garrison (2000) categorized theory as something that “will explain and anticipate distance education practices for a broad range of emerging educational purposes and experiences” (Garrison, 2000). Wedemeyer’s theory is fluid enough to have informed what was current practice at the time as well as inform current practice today. Wedemeyer’s contribution to the Articulated Instructional Media (AIM) project in 1964 demonstrated his theory in practice and the value of it to both explain and anticipate emergent educational imperatives: “it was proposed that a unique system be developed for a new type of institution . . . made possible through course design utilizing media and technology and . . . supported by counseling and resource and learning centres” (Sherow & Wedemeyer, 1990, p. 18).

Is Wedemeyer’s theory relevant to distance learning today? My research review suggests that it is. His theory comprises four elements of distance learning: teacher, learner or learners, method of communication, and instructional content (Simonson, Smaldino, Albright, & Zvacek, 2012), which closely resembles a currently accepted definition of distance education: “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Schlosser & Simonson, 2009, p. 1).

Although he emphasized the importance of learner autonomy and self-responsibility, Wedemeyer also stressed the unique and important role of the teacher in distance learning (Simonson, Smaldino, Albright, & Zvacek, 2012). This distinguishes his theory from one of distance self-study and demonstrates relevance for instructional design today, as the preponderance of evidence underscores the importance of a teaching presence in distance learning (Swan & Shih, 2005; Meyer, 2003; Wu & Hiltz, 2004), and Garrison (2007) asserts a causal relationship between teaching presence and “ student satisfaction, perceived learning, and sense of community” (Garrison, 2007, p. 67).

Sally Bacchetta

 References

Garrison, D. R. (2007). Online community of inquiry review: Social, cognitive, and teaching

 presence issues. Journal of Asynchronous Learning Networks 11(1). pp. 61-72.

Garrison, R. (2000). Theoretical challenges for distance education in the 21^st century: A shift  

 from structural to transactional issues. The International Review of Research in Open and 

 Distance Learning.

Laureate Education, Inc. (Producer). (2009). Theory and distance learning [DVD]. Baltimore,

 MD: Author

Meyer, K. A. (2003). Face-to-face versus threaded discussions: The role of time and higher-

 order thinking. Journal of Asynchronous Learning Networks 7 (3), p. 55-65.

Schlosser, L., & Simonson, M. (2009). Distance education: Definition and glossary of terms (3^rd 

 ed.). Charlotte, NC: Information Age.

Sherow, S. & Wedemeyer, C. (1990). Origin of distance education in the United States. In

 Garrison, D. R. & Shale, D. (eds.), Education at a distance: from issues to practice (p. 7-22).

 Melbourne, FL: Krieger.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a

 distance: Foundations of distance education (5^th ed.). Boston, MA: Pearson.

Swan, K. & Shih, L. F. (2005). On the nature and development of social presence in online

 course discussion. Journal of Asynchronous Learning Networks 9(3).

Wedemeyer, C. (1981). Learning at the backdoor. Madison, WI: University of Wisconsin Press.

Wu, D. & Hiltz, S. R. (2004). Predicting learning form asynchronous online discussions. Journal

 of Asynchronous Learning Networks 8(2), pp. 139-152.