distance education: a global perspective
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Distance Education: A Global perspective. Dr. Angie Parker Anthem College Online Phoenix, Arizona. South Africa. Since 1994, South Africa has struggled to develop globally and democratically. . Technology as a tool. - PowerPoint PPT PresentationTRANSCRIPT
DISTANCE EDUCATION: A GLOBAL
PERSPECTIVEDr. Angie Parker
Anthem College OnlinePhoenix, Arizona
South Africa
Since 1994, South Africa has struggled to develop globally and democratically.
Technology as a tool
Resistance has a long history in education and has been noted on nearly every continent as technologies have become more available.
Integration of technology with content
ADOPTION OF INNOVATIONS
social systems technology itself Communication
channels
Purposes of the ProjectTo identify the current
uses of technology in the four universities of the Eastern Cape.
To identify ways to enhance the use of technology over the next five years.
SIGNIFICANCE
It has been assumed that technology enhances student learning.
It has been assumed that students have advanced skills with technology
SurveyQUESTION AREAS: Demographics Computer
experience Software used in
preparation Level of desired
expertise
Roger’s Diffusion of Innovation Theory
Adoption of new technologies is influenced by perceived attributes of the technology.
If the technology is perceived as being easy, it is integrated with content quickly.
What increases the chance of technology adoption?
Easy access to the technology
Training readily available Support available
Learning/Adoption Model
The progressive development of knowledge about technology is described as a continuous process for all users whether they are beginners or experts.
Stages of Adoption
Instructor as Learner Instructor as Adopter Instructor as Co-Learner Instructor as
Re-affirmer/Rejecter Instructor as Leader
SKEPTICISMGutenberg’s printing press was
praised for its invention but rebuked for creating gaps
between the literate and non-literate.
Challenges for Faculty Development
The expense of the hardware and software
The cost for developing the training
The need for on-going training as the technology changes
Getting faculty to attend
Disagreement
While the previous slide showed issues for Faculty Development, research indicates that the faculty member’s reluctance and disbelief in the use of technology are also major concerns.
Learning/Adoption ModelWHAT ISSUES INFLUENCE THE ADOPTION RATE?
Belief that the technology is useful
The ease of use Are others using
it? Potential support
Education may be the only business which actually debates the existence of barriers to its employees’ adoption of technology.
Faculty are hired to be experts in content areas, but seldom are they also required to be experts in the use of educational technology.
Devaluation of the educational profession
Faculty feel that the technology is usurping their expertise in the classroom. Distance learning is eliminating jobs.
Demonstrating that technology is positively correlated with student learning is crucial.
METHODOLOGYParticipants by University
16 Rhodes University16 Fort Hare University15 Nelson Mandela Metropolitan University18 Walter Sisulu University
Questionaires
1. Demographics2. Computer expertise3. Perceived importance of technology4. Current usage5. Issues related to training and support
The aim of the survey Provide evidence of
current usage Develop better
understanding of the training
Understand perceived importance of technology
Student Sample
Student Participation by University
19 Walter Sisulu University16 Rhodes University15 Nelson Mandela University17 Fort Hare
n=67
Demographic DataGender of Participants by University
University Female Male
Rhodes University 14 2Fort Hare University 7 9Nelson Mandela 7 8Walter Sisulu 12 6
Older participants appeared to have the least interest in technology and the use of technology as a tool for teaching and learning.
Average age: 38
Oldest: 54
Youngest: 24
Technology for Preparation
Current Perceived Levels of Expertise
Rhodes 2Fort Hare 1Nelson Mandela 1Walter Sisulu 1
0-never use 1-used once per
month 2-used 2-3
times per month
3-used 4-5 times per month
4-used daily
Desired Level in Two YearsDesired Level of Expertise in Two Years by University
Rhodes 2Fort Hare 1.5Nelson Mandela 1Walter Sisulu 1
Who is using technology?
Age and Perceived Level of ExpertiseGender 25-30 30-35 35-40 Over 40
Females 1 .07 .08 1Males 1.8 2.0 2.1 1.5
1-Beginner; 2-Intermediate; 3-Expert
Internet UsageFaculty were using the Internet for course
preparation but only in a limited manner.
1. No reliable Internet connections2. The time required to search3. Lack of skill to find high quality sites
Few of the universities had classrooms with Internet access.
Only Nelson Mandela had an actual computerized classroom
Knowing the basics of technology does not insure effective
integration with instruction.
The spotlight should not be on the technology itself, but rather on technology as a tool for a learner-centered environment.
Deterrents to the use of technology
1. Recognition2. Perceived value3. Lack of training
Technology is transforming nearly every aspect of society. Not only is technology a part of the culture from which it arises; it also impacts the culture that created it.
Changing faculty perceptions is only the beginning step…the second step is
training that clearly delineates the use of technology as a tool for teaching and
learning.
Suggestions for enhanced use of technology
1. High quality training to meet the needs of all levels of expertise
2. Website support for FAQ’s and immediate support
3. Administrative support with rewards for technical innovation.
Website Support
Not only to provide immediate information, but to “cheer” innovations and Best
Practices.
Support System
A support system that allows instructors to share, discuss, and debate innovative methodologies for incorporating technology.
Technology is changing our society.
The use of technology in the curriculum can facilitate learning by providing:
1. more relevant learning opportunities
2. changing the orientation of the classroom from professor to student-centered
3. preparing students for future employment
4. flexible delivery modes
5. Increased access