Week 5 contextual issues that affect curriculum, instruction,
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Week 5 contextual issues that affect curriculum, instruction,
- 1. Contextual Issues that affect Curriculum, Instruction, and Assessment in Distance Learning Instructional Leader: Lisa Rusczyk
- 2. Contextual Issues in Distance Learning Technology Curriculum Instruction Assessment Students with Disabilities Curriculum Instruction Assessment
- 3. Insecurities About Online Classes- Technology: Introduction
- 4. Insecurities About Online Classes- Technology: Curriculum Incorporation of New Standards in Curriculum by Administrators
- 5. Insecurities About Online Classes- Technology: Instruction New Technology needs to be Supported in Instruction
- 6. Insecurities About Online Classes- Technology: Assessment Students Need to Learn How to take Online Assessment
- 7. Insecurities About Online Classes- Student Disabilities: Introduction
- 8. Insecurities About Online Classes- Student Disabilities: Curriculum Students Can Have Too Much Control Over Learning
- 9. Insecurities About Online Classes- Student Disabilities: Instruction Not All Instruction Is Accessible because of Technology
- 10. Insecurities About Online Classes- Student Disabilities: Assessment Not All Student Can Have the Same Accessibility to Assessment
- 11. Conclusion Technology Curriculum- Incorporation of New Standards in Curriculum by Administrators Instruction- New Technology needs to be Supported in Instruction Assessment- Students Need to Learn How to take Online Assessment Students with Disabilities Curriculum- Students Can Have Too Much Control Over Learning Instruction- Not All Instruction Is Accessible because of Technology Assessment- Not All Student Can Have the Same
- 12. References Abell, M. J. (2005). Access to the General Curriculum: A Curriculum and Instruction Perspective for Educators. Intervention in School & Clinic, 41(2), 82. Bryant, S. M., Kahle, J. B., & Schafer, B. A. (2005). Distance Education: A Review of the Contemporary Literature. Issues in Accounting Education, 20(3), 255-272. Kern, J. M. (2010). The Road to Increasing Distance Education at Smaller Colleges and Universities. Distance Learning, 7(4), 75-81. Pemberton, J. (2006). Aligning Assessments With State Curriculum Standards and Teaching Strategies. Intervention in School & Clinic, 41(5), 283. Roberts, J., & Crittenden, L. (2009). Accessible Distance Education 101. Research in Higher Education Journal, 41-12. Sapriati, A., & Zuhairi, A. (2010). Using Computer Testing as Alternative Assessment Method of Student Learning in Distance Education. Turkish Online Journal of Distance Education (TOJDE), 11(2), 161-169. Tabata, L., & Johnsrud, L. (2008). The Impact of Faculty Attitudes Toward Technology, Distance Education, and
Editor's Notes
- There are many issues today that affect distance learning in curriculum, instruction and assessment. Distance education has become an issue in higher education because of the wants of students for flexible class offerings ( Kern, 2010). As more students decide to take distance education courses, more issues may occur. The two categories that we will be going over today include: Technology and Disability issues in distance education. The focus of curriculum, instruction, and assessment will be talked about in these areas.
- Technology is one issue in distance education. As new technology increases there is an effect on curriculum, instruction, and assessment. When the internet became available to a large amount of people in the United States, the access to distance education also increased. Reviewing how the impact of technology creates issues in distance education will give us a better understanding.
- Technology is one issue in distance education that affects policy and practice (Tabata & Johnsrud, 2008). Curriculum can be affected by policy in many classrooms. If the curriculum changes, many teachers need to invest a large amount of time and training to make the changes for their students.
- Distance education courses have more technologically advanced media due to innovations (Bryant, Kahle, & Schafer, 2005). These innovations include compressed video, links, and discussion boards. As the innovations increase, so does the types of instruction that a teacher gives. For example, with the new software VoiceThread, students can make presentations that can be commented on by other students with audio. Since this is a new innovation, teachers need to learn the software, implement the software in the classroom, instruct student on how to use the new software, provide support, and leave feedback. These areas all need to be addressed when new technology becomes part of distance education.
- Students at one college were enthusiastic about taking computer-based testing over paper and pencil tests (Sapriati & Zuhairi, 2010). Assessment using technology is continually improved as new technology increases on the World Wide Web (Sapriati & Zuhairi, 2010). With these new improvements there are issues. Students may have trouble using the new online assessments. They may also have technology issues with the software where the computer does not save the test. These issues were not seen with a paper and pencil test.
- The Individuals with Disabilities act requires teachers to work closely with student with disabilities to provide equal access to curriculum and instruction (Abell, 2005). This can create an issue in distance education. Curriculum, Instruction, and assessment are all areas where students with disabilities should have equal access.
- Administrators may set standards on curriculum. Digital curriculum is one way give students control of their own individual learning (Abell, 2005). While learning may occur, certain benchmarks may not be accomplished.
- As technology increases in distance education, so does the ways that teachers can instruct their students. Many of these technologies are created every day without regarding online accessibility (Roberts & Crittenden, 2009). An instructor can add a video as one way to instruct the class on a topic. Close captioning may not be included in this video. This type of instruction would not be accessible to all students because of the use of technology without including all students.
- Some distance education assessments cannot be offered online. Many states have alternative assessments to evaluate students with disabilities (Pemberton, 2006). Since the assessments are not the same, there can be some errors on the validity when comparing both assessments. There can be advantages or disadvantages to different students.
- Today we discussed some contextual issues in distance learning relating to curriculum, instruction, and assessment. Issues in technology in distance learning include incorporating new standards, new technology needs to be supported, and students need to learn how to take online assessments with new technology. Issues with students with disabilities in distance learning include students having too much control over their learning, accessibility of instruction with new technology, and different assessment may need to be given to different students. Hopefully understanding these issues will help you create a positive learning atmosphere for distance learners.
- Abell, M. J. (2005). Access to the General Curriculum: A Curriculum and Instruction Perspective for Educators. Intervention in School & Clinic, 41(2), 82.Bryant, S. M., Kahle, J. B., & Schafer, B. A. (2005). Distance Education: A Review of the Contemporary Literature. Issues in Accounting Education, 20(3), 255-272.Kern, J. M. (2010). The Road to Increasing Distance Education at Smaller Colleges and Universities. Distance Learning, 7(4), 75-81.Pemberton, J. (2006). Aligning Assessments With State Curriculum Standards and Teaching Strategies. Intervention in School & Clinic, 41(5), 283.Roberts, J., & Crittenden, L. (2009). Accessible Distance Education 101. Research in Higher Education Journal, 41-12.Sapriati, A., & Zuhairi, A. (2010). Using Computer Testing as Alternative Assessment Method of Student Learning in Distance Education. Turkish Online Journal of Distance Education (TOJDE), 11(2), 161-169.Tabata, L., & Johnsrud, L. (2008). The Impact of Faculty Attitudes Toward Technology, Distance Education, and Innovation. Research in Higher Education, 49(7), 625-646. doi:10.1007/s11162-008-9094-7