Foundations of Distance Education
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This document discusses the foundations of distance education. It covers why students demand distance learning even if they prefer in-person classes, Coldeway's quadrants that categorize different types of distance education, Richard Clark's theory that media are "mere vehicles" for delivering instruction, and Jim Finn's analogy of how technology like stirrups can change society. It also provides examples of distance education programs worldwide and in the US, key findings from the Sloan reports on perceptions of online education, and the concept of disruptive technology overturning existing models.
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This chapter discusses the foundations of distance education. It aims to explain why students demand distance learning even though they prefer face-to-face, define distance education, explain Coldeway's quadrants and Clark's "mere vehicles" quote in relation to distance education, give examples of distance education use worldwide and in the US, and discuss a vision for future education. It also discusses that research shows distance learning can be as effective as traditional learning, defines distance education as involving geographical, time and intellectual distance using various media, and provides facts about the history and current status of distance education globally.
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This document provides an overview of learning and discusses the need for new approaches to education. It notes that while college enrollment is high, many students lack important general knowledge and reasoning skills. Studies show current teaching methods are not effective and students often do not retain what they learn. There are calls from employers, educators, and organizations for graduates to have skills like teamwork, communication, problem solving and lifelong learning. The focus of education is shifting from teaching to learning, with teachers taking on more of a facilitator role. The ultimate goal of higher education should be developing students' ability to learn on their own through their lives.
Distance Education- Emerging Technologies and Opportunities in Africa
Distance education shows promise for expanding access to education in Africa but faces many challenges. It can increase enrollment and lower costs if implemented effectively, but may not be suitable for all subjects or students. While distance education has grown significantly in Africa, it has not fully met the increasing demand for higher education. New technologies like MOOCs and online learning hold potential to further scale educational opportunities, but quality, costs, and cultural factors must be considered.
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This document summarizes a research agenda to develop new measures of educational quality across higher education institutions. It involves a three-phase pilot study: 1) A dual-institution pilot using surveys, syllabus analysis, classroom observations, and student work to measure academic rigor, teaching quality, and learning outcomes. 2) A multi-institution benchmarking pilot. 3) A national study with publicly reported data. The goal is to provide more comprehensive public data on the educational core of institutions - teaching, rigor, and student experiences - to inform stakeholders and promote institutional self-reflection. The pilots will test frameworks for rigor, teaching, and essential learning outcomes developed from Bloom's Taxonomy and AAC&U guidelines.
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The document discusses how digital learning can contribute to deeper learning by allowing for personalized skill building through adaptive learning, facilitating project-based learning through online networks and tools, and providing enhanced access to quality courses and teachers through online and blended learning. Deeper learning involves skills like critical thinking, problem solving, collaboration, and learning how to learn. Digital learning is seen as key to bringing deeper learning experiences to scale for all students.
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This document describes the process of formative evaluation for instructional materials. Formative evaluation involves testing initial drafts of instructional materials through small group and field trials to identify problems and improve the materials. It collects feedback from learners, instructors, and subject matter experts. Based on the analysis of data from these trials, the materials are revised before being finalized. The goal is to create effective instruction that achieves learning objectives and functions well in real-world learning contexts.
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This document provides guidance on summarizing formative evaluation data from instructional materials to identify weaknesses and need for revision. It discusses analyzing data from one-on-one and small group trials, including learner performance, responses, time and attitudes. Graphs and percentages can display this data. The document recommends examining data on learner entry skills, objectives, instructional strategies, time and procedures to identify problems and guide revision of materials.
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This document discusses assessment for distance education. It covers several types of assessment including authentic assessment, performance-based assessment, and strategies like ongoing non-graded assessment, balancing flexibility and structure, and using scoring rubrics. Authentic assessment involves real-world tasks while performance-based assessment focuses on skills and higher-order thinking. Effective strategies incorporate flexibility, rubrics, and avoid representing assessment as a threat. Accessibility accommodations ensure fairness for all students.
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This document discusses the evolution of distance education from correspondence programs in the 1800s facilitated by mail, to the rise of internet-based distance education. It describes the architecture of the internet, including tier 1 backbone networks, tier 2 regional networks, tier 3 internet service providers, and tier 4 organizational and home networks. It notes the growth of the internet to over 122 million websites by 2007 and 750 million users worldwide. Finally, it introduces the foundations of internet-based distance education, including student-centered learning and distributed learning using web-based tools.
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This document contains information about interactive study guides, graphic design principles, elements of design, principles of design, effective word pictures, and characteristics of mind maps. It discusses topics like the purpose of interactive study guides, defining graphic design principles, the elements that make up design like line and shape, principles such as balance and emphasis, how to effectively create word pictures, and key characteristics of mind maps including the structure and adding new information.
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This chapter discusses formative evaluation, which involves collecting data during instructional development to improve effectiveness. It describes the purposes and stages of formative evaluation, including one-to-one evaluations, small group evaluations, and field trials. Data is collected on clarity, impact, and feasibility based on reactions from subject matter experts, managers, and learners. Learners are selected to represent the target group's ability range. Evaluations assess the message, links, and procedures to identify errors and reactions. The evaluation instruments are also assessed to improve future use. Feedback is used to revise materials before full implementation.
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This document outlines the process for developing instructional materials based on an instructional strategy. It discusses the designer's role in materials development and instruction. The designer must consider factors like delivery methods, existing materials, and production constraints. An instructional package typically includes materials, assessments, a course manual, and information for implementing the course. The document emphasizes rapid prototyping to allow formative evaluation during the development process.
Apt502 Assignment 3 Module 5
Instructional design is a systematic process for developing learning materials. It involves understanding learner characteristics, such as their backgrounds, interests, and education levels. There are different phases of distance education, starting with correspondence study using print-based materials, then the rise of distance teaching universities using analog media, and now the widespread integration of distance elements into various forms of education. Assessment of learning involves determining and measuring learning outcomes, with assessments directly related to learning outcomes.
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The document discusses developing an instructional strategy. It begins by outlining objectives which include describing considerations in selecting delivery systems, naming learning components and their primary considerations, planning strategies, and arranging content. It then discusses selecting delivery systems based on analyzing objectives and clustering content logically. The main learning components are presented as pre-instructional activities, information presentation, learner participation, testing, and follow-through. Key factors in determining content sequencing and clustering include learner age and ability, complexity of material, type of learning, ability to vary activities, and time required. The document also discusses student groupings, media selection, and considerations like learner characteristics and teacher skills.
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Distance education originated in Germany in the 19th century and has been defined in various ways. It involves the separation of teacher and learner, use of technology to facilitate communication, and provision of student support services. Theories of distance education include independence and autonomy of the learner, industrialization of teaching, and emphasis on interaction and communication. Early distance education aimed to increase access to education for those with jobs and families through flexible, self-paced learning that uses a variety of media.
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Foundations of Distance Education
- 1. FOUNDATIONS OF DISTANCE EDUCATION Carly Yasses APT 502
- 2. WHY STUDENTS DEMAND TO LEARN AT A DISTANCE EVEN THOUGH THEY MAY PREFER TO LEARN IN THE CLASSROOM • First, students admit to not wanting to learn at a distance • Then, evidence begins to suggest that students are demanding to have the opportunity to learn at a distance
- 3. COLDEWAY'S QUADRANTS • same-time, same-place education (ST-SP) • different-time, same-place education (DT-SP) • same-time, different-place education (ST-DP) • different-time, different-place education (DT-DP)
- 4. RICHARD CLARKS “MERE VEHICLES” • a researcher who introduced a famous analogy, published an article explaining his purpose. • “the best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition . . . only the content of the vehicle can influence achievement.”
- 5. JIM FINN: STIRRUPS • a technology pioneer from the University of Southern California • explains how something as simple as the stirrup is used as a technological innovation that potentially has changed our society • Anglo-Saxon story resulting in utilizing what we have in order to succeed.
- 6. DISTANCE EDUCATION WORLDWIDE • Anadolu University in Turkey reaches over 500,000 distance education students • The Open University of Hong Kong opened in 1989 to serve residents of that huge metropolitan area reaches 100,000 students • China developed a national higher distance education program in the late1970s and early 1980s • Spain’sUniversidad Nacional de Educación a Distancia is Europe’s largest distance teachinguniversity, with a current enrollment of about 130,000 students.
- 7. DISTANCE EDUCATION IN OUR OWN BACKYARD • Star Schools is the name of a program of the U.S. Department of Education that funds the implementation of distance education in schools and colleges in the United States. • The term was coined by Senator Ted Kennedy, who was opposedto the use of satellites for “star wars,” so he advocated the use of satellites foreducation and proposed the Star Schools program.
- 8. THE SLOAN REPORTS USED SURVEYS TO OBTAIN INFORMATION RELATED TO FOUR FUNDAMENTAL QUESTIONS: • Will students embrace online education as a delivery method? • Will institutions embrace online education as a delivery method? • Will faculty embrace online education as a delivery method? • Will the quality of online education match that of face-to- face instruction?
- 9. THE SLOAN REPORT IS INTERESTING READING, AND THE RESULTS ARE IMPORTANT, IF NOT SURPRISING, TO THOSE IN THE FIELD • The majority of chief academic officers believe that the learning outcomes in online courses will equal or exceed that of face-to-face courses within 3 years. • The overall growth rate for enrollment in online courses is expected to be 20%. • Profit institutions expect a growth rate that is faster than that of other • institutions (40%). • Private, nonprofit institutions expect to use online education less than • other institutions. • Given an option, students will enroll in online courses. • Overall, attitudes of faculty remain conservative about the quality of online • education.
- 10. DISRUPTIVE TECHNOLOGY • a product that overturns the already existing technology in the market.