Distance Education in Theory and Approach

Tuesday, December 03, 2013 | 10:00 am –11:30 am

Sevaughn Banks, Training and EBP Specialist, CalSWEC

Tim Wohltmann, Distance Education Specialist, CalSWEC

Presenters

This webinar is designed for people considering the use of web-based modes of training and education delivery. The webinar will take a critical approach to examining fundamental concepts associated with teaching and learning in a distance education paradigm.

Webinar Overview

Describe the history of distance education and its impact on current practice

Highlight theories underpinning distance education, a taxonomy of theory and illustrate their impact on contemporary practice

Define key terms in distance education history and practice

Outline common delivery methods

Defining Distance EducationWebinar Objectives

Macro◦ Distance Education◦ eLearning◦ mLearning◦ Modality

Mezzo◦ Information Communications Technology (ICT)◦ Pedagogy vs Andragogy◦ Synchronous vs Asynchronous◦ Hybrid vs Blended vs Flipped Classroom model

Micro◦ Course authoring software◦ Learning Management System (LMS)◦ Course Management System (CMS) or Content Management System◦ Virtual Learning Environment (VLE)

Key Terminology

What is Distance Education? What is the impact of “Distance” alter the

nature of “Education”?

How does “Learning” feel about that?

Orientation to Education at a Distance

If you could define “distance education” in a picture, what would it look like?

Images of Distance Education

In a very basic iteration, distance education is a paradigm in which a learner is physically separated from the source of instruction by time, distance, space.

Beginning with a Definition

How does “distance” impact education?

The gap existing between an instructional resource (ex: a teacher to whom you might ask questions) and the student is central to building a conceptual framework for distance education. Multiple elements present in an educational paradigm Multiple elements influence learning outcomes Distance alters the elements present

?

Correct? Incorrect?

How do I…?

Incorrect! Have you..?

Key Concept 1: Transactional Distance Theory

(Moore 1972)

Defining Distance Education via Transactional Distance theory

Distance creates a relational gap between learner and instructor, creating varying amounts of learner autonomy and “transactional distance” (Moore 1972)

Key Concept 2: From Teaching to Learning

How can deeper, higher-order learning be achieved?

How much guidance, structure, dialog, interaction are needed between learner and teacher?

Learning Distance ? Mastery

How can we distinguish the phases of evolution of Distance Education as a field or practice?

What is the relationship between the phases of evolution, the theories and the approaches to distance education?

Intersection of History and Theory

Text + courier courses,

“correspondence” (1700-mid

1900)

Radio, Telephone (1910 – current)

Television (1948 - current)

Computer (1960 – current)

Mobile devices (2000 – current)

One version of the

History of Distance Education

Evolution in Pedagogic Approach

Parallel Evolution of Learning Theory

Learners & Learning Processes

Theory Component Theories Instructional Impacts

Behavioral Learning Theory Connectionism & Conditioning

Task Analysis; behavioral objectives; practice and feedback

Cognitive Learning Theory Gestalt, information processing & schema

message design; rehearsal; chunking; organizers

Social Learning Theory Social cognitive theory Modeling; self-efficacy

Constructivist Theory (philosophy)

Personal interpretation of experience, relevant learning, exploring multiple perspectives, learning domains & styles

Learning facilitation; Active learning; Contextualized learning; Collaborative learning; Scaffolding; Problem-based learning; Cognitive apprenticeship

BT as courseware design interface

What is a “modality” or “mode” in the distance education context?

How do they differ from one another? Why are some chosen over others?

Modalities

A Modality typically refers to the way in which distance education course or content is delivered. It might also be referred to as: Delivery or distribution method Programmatic “approach” or structure Type of content

There may be a single, or multiple, modality(ies) used in a given distance learning paradigm or program.

Modality defined

The terms ‘modality’ or ‘mode’ may sometimes be used interchangeably to refer to different levels of analysis or activity

Modality confusion

(eLearning Guild 2008)

Macro level descriptors are most common Context / Industry-specific Tool-based

Like an abstract piece of art, there are many ways to look at and describe delivery methods or modalities.

How do we distinguish Modalities and Approaches from one another?

Concern larger program-level considerations◦ Will there be an instructor?◦ Will it be asynchronous, synchronous, both? ◦ Will there be in-person elements? ◦ What percentage of instruction will be online? ◦ If in-person elements are present, do the online elements

only supplement that? Or, are the online elements essential to in-person instruction?

Modalities at the Macro Level

(South West Oklahoma University)

Instructor-led vs Self-guided

Picture of announcement board from Instructor-led fully online course inside LMS

Instructor-led vs Self-guided

Picture of user interface and content slide from self-guided fully online course

Synchronous vs Asynchronous

Picture of a web conferencing session in a synchronous fully online course

Synchronous vs Asynchronous

Picture of disscussion forum from an asynchronous instructor-led fully online course

Synchronous vs Asynchronous

Picture of a self assessment activity from a self-guided asynchronous fully online course

Hybrid / Blended

Hybrid / Blended

Hybrid / Blended

Hybrid / Blended

Wikis / blogs

Group collaboration spaces

ePublishing of course materials

Flipped / Inverted Classroom

In a ‘Flipped’ or inverted classroom model, the more passive learning elements (such as lectures or readings) are moved online and completed prior to in-person elements.

Flipped / Inverted Classroom

(usergeneratededucation.wordpress.com)

Flipped / Inverted Classroom

(usergeneratededucation.wordpress.com)

Paradigms in which the main source of instruction occurs in-person and where access to supporting resources or learning tools is provided additionally outside of the classroom.

Web-Enhanced

Allows learners to:

• Receive Announcements• Read Syllabus• Electronic access to

materials• Submit Assignments• Complete formative

assessments• Use tools like course

calendar or grade book to manage performace

Distance Education programs may also be grouped, analyzed and understood by modalities common to particular types of organizations or via approaches focusing on particular tools / combinations of tools. For example: Education vs Training Non-profit organizations vs Technology-based

initiatives High vs Low bandwidth Mobile vs Fixed desktop New vs established media

Other Approaches to Conceptualizing Modality

Mezzo: Learning context, sector or organization type◦ Education (K-12, Higher Ed)◦ Professional (Corporate Training or Continuing Ed)◦ Non-profit / research institute◦ Open Access (MOOC / Open Educational Resource)

Micro: specific technology used to distribute content (hardware / software)◦ Mobile (podcasts, games, apps, web 2.0, augmented reality,

ePublishing)◦ Audio/ Video (ITV, interactive video, web conferencing,

screencasting, lecture capture, gaming / simulation, interactive rich media)

◦ Audio (podcast, IRI)◦ Text (eBooks, interactive ePublishing platforms, discussion forums,

blog, wiki, knowledge base forums, web 2.0)

Mezzo & Micro level variables: Context vs Tool

Moving away from Modality

• The rise of “localness” = access to learning, all the time, everywhere

• Blurring of lines between traditional education, online education and variants in between

• Popular modularization of technology and learning• Interplay between Education and Technology spurring

innovation on both sides

http://net.educause.edu/ir/library/pdf/PUB720316.pdf

History & Theory? Modality / Delivery Method?

Questions?

Webinar 2 will examine Hybrid / Blended modalities and, specifically, the ‘Flipped Classroom’ approach

Questions to be answered: - How does one flip their classroom?- What do they look like in practice? - Do they work? What is the impact? - Where to start?- Myths and FAQs

+ Mark February date on calendars!

What’s up next?

Sevaughn Banks

Tim Wohltmann

Thank you & Further follow-up