EDUC 633 Best Practices in Distance Education

This blog on best practices asks us as students to examine current best practices in distance education. First when looking at best practices, I think it is first most practical to define what a best practice is. I found this definition on Dictionary.com (Best Practice, n.d.),

“A practice which is most appropriate under the circumstances, esp. as considered acceptable or regulated in business; a technique or methodology that, through experience and research, has reliably led to a desired or optimum result.”

I took the following concepts away from this definition—that best practice is defined by the 1. Circumstance, 2. Technique, 3. Experience/Research, and 4. Result. Additionally, Simsonson, Smaldino, Albright, & Zvacek (2012) suggest a theory which states that equivalent learning experiences be developed for distance education rather than identical learning experiences to the brick and mortar classroom. (This idea ties nicely to that of White, Roberts, & Brannan (2003) as described in the assignment for this blog.) It is essential to apply these ideas to current practices in distance education to determine the best practices in distance education.

Throughout my studies as a graduate student, I have been told to examine the needs of the learners before designing a course and presenting content. This focuses on the circumstances part of best practices (Horton, 2012).

LaPrade, Marks, Gilpatrick, Smith, & Beazley (2011) found that the following areas, when consciously addressed by the instructors and implemented fully, contribute to a successful distance education course. The five areas are: faculty and learner engagement; relations and a sense of community within the course; faculty providing appropriate feedback for students; faculty responding in a timely manner to student questions; and using effective instructional techniques (LaPrade et al., 2011).

The technique of distance education relates to how the content is disseminated to students. Peer-to-peer interaction is one supported characteristic of distance education within a learner-centered pedagogy (Simonson et al., 2012), that also helps to build classroom community.  Building a community of learners is essential to student success (LaPrade et al, 2011), therefore making it a best practice for technique.

Experience and research go hand in hand with best practices in distance education. They can be based on what teachers have experienced and researched with respect to the subject (in this case distance education), which will significantly impact how they teach. The research provided in this post barely begins to highlight what exists on the topic of distance education, but it gives a beginning viewpoint.

Finally, a best practice focuses on the result. Are the components leading to a desired result? If so, then maybe a best practice has been discovered. If not, it is suggested that the other parts of best practice are re-examined to ensure a desirable result. Dick, Dick, & Carey (2005) suggest a lesson design that gives the teacher a chance to evaluate instruction and make changes for future success (Rockinson-Szapkiw, n.d.).

It is my recommendation that all educators engaging in distance education continue to examine the best practices specific to what content and which learners they are teaching (circumstance). These teachers need to find effective techniques through their past experience and research, to ensure the best and most desirable result. It is my opinion that this is the best way to find the best practices in distance education.

References:

 

Best practice. (n.d.). Dictionary.com. Retrieved March 3, 2014, from http://dictionary.reference.com/browse/best+practice?s=t

Horton, W. K. (2012). Designing e-Learning. E-learning by design (Second ed., pp. 1-66). San Francisco: Pfeiffer.

LaPrade, K., Marks, A., Gilpatrick, M., Smith, D., & Beazley, J. (2011). Walking through online classrooms: A study in best practices . Review of Higher Education and Self-Learning, 4(9), 24-30. Retrieved March 3, 2014, from the Education research complete database.

Rockinson-Szapkiw, A. (n.d.) Module 2: Theories and foundations of instructional design [PDF document]. Retrieved from Liberty University Blackboard: http://amandaszapkiw.com/resources/tutorials-and-instructional-materials/principles-design-management-distance-education/.

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

 

 

EDUC 633 Webibliography

Webibliography: Learning Virtually and Controlling E-Learning

Taisia Steeb

Laurie Pringle

Liberty University

Webibliography: Learning Virtually and Controlling E-Learning

            Abstract: E-Learning is significantly different from learning in a traditional brick and mortar classroom. Learning virtually means learning through a virtual environment, and it is suggested that using a structured controversy method of instruction and group work, along with clear expectations, promote the best virtual learning. In order to optimize learning, there are five principles related to learner control that must be followed: 1. Give experienced learners’ control. 2.  Make important instructional events default. 3. Design adaptive control. 4. Give pacing control. 5. Offer navigational support in hypermedia environments.  Following these suggestions for virtually learning and controlling e-learning will provide students with the most successful e-learning experience.

 

Learning Together Virtually

Reference

Clark, R., & Mayer, R. (2011). e-learning and the science of instruction. (3rd ed., pp. 279-308). San Francisco, CA.: Pfeiffer.

Summary

            This chapter discusses the significance of collaborative learning. There are researchers, such as Slavin (2011) and Johnson, Johnson, & Smith (2007) who have completed reviews that suggest that there are significant benefits of collaborative learning, however there are others, such as Kirschner, Paas, & Kirschner (2009) who declare that there is no difference in individual versus collaborative learning. Clark & Mayer (2011) suggest three criteria that determine the success of collaborative learning: social interdependence, outcome goals, and the quality of collaborative dialogue. They suggest that group work is most successful when each team member’s goals are positively impacted by the achievement of the entire group, the outcome goal is group project quality and individual learning, and that a successful project includes dialogue with everyone contributing significantly.

            The authors, Clark & Mayer, then move on to discuss Computer-Supported Collaborative Learning (CSCL), which is defined as teams of learners using tools to communicate both synchronously and asynchronously to complete some form of project.  They explored the varied research on CSCL and noted that there are significant differences in how the research was conducted and what the purpose of the CSCL was. They determined that the following nine factors can influence CSCL research results: outcome of collaboration; group composition; technology; task assignment; group roles, processes, and instructions; time; team skills training; learner prior knowledge; and incentives. In considering the generalizations for collaboration, the authors noted that virtual collaboration has the potential for better quality group work than face-to-face collaboration. They suggest that in virtual collaboration, there is more time for reflection and sharing ideas than in a face-to-face situation.

After examining the research, Clark & Mayer (2011) determined that the type of task assignment significantly impacts the quality of the group project or individual learning.  They believe that structured controversy (a type of argumentation) is a successful strategy for promoting problem solving among several groups, who are then divided into a pro team and a con team, and left to develop their argument. Clark & Mayer (2011) suggest several methods for adapting structured controversy to CSCL models. Overall, they suggest that appropriately supporting the three aforementioned criteria, creating heterogeneous groups, using structured controversy, and providing clear roles and objectives for teams will promote successful collaborative learning.

Critique

            In Chapter 13, “Learning Together Virtually,” in the text, E-learning and the Science of Instruction, by Clark & Mayer (2011), the authors examine computer-supported collaborative learning and what steps to take, based on research, to make it successful.  As a learner participating in collaborative learning, this author can relate significantly to the point of social interdependence, feeling at times that some group members are unwilling to participate or complete their work. Additionally, it is recognized that the quality of dialogue is very significant, and that must be why students in EDUC 633 are required to record at least two synchronous group meetings, to ensure that this quality dialogue is occurring. 

            With respect to the consideration of virtual collaboration being more successful than face-to-face collaboration, it is important to consider the contingencies for this suggestion to be true. The instructor in a distance learning program is responsible for creating an environment and expectations that are conducive to successful collaboration in order for virtual collaboration to have a chance at being more successful than face-to-face collaboration. One key point is the desire for all group members to be successful, and inspiring students to feel this way can be extremely difficult, especially working at a distance.

            After considering much research for CSCL, Clark & Mayer (2011) only suggest one method for successful distance collaboration: structured controversy. It seems this approach would be appropriate in a situation where students are learning together about different positions on a point, but it would be difficult to use this strategy to complete a project on a specific media, such as iPad implementation in the classroom. It could be used to examine a topic and determine whether or not it is viable for a project or research, but it would be difficult to complete a project with multiple components, such as a workshop on iPad integration, using structured controversy.

    

Who’s in Control? Guidelines for e-Learning Navigation

Reference

Clark, R., & Mayer, R. (2011). e-learning and the science of instruction. (3rd ed., pp. 309-336). San Francisco, CA.: Pfeiffer.

Summary

            Mayer & Clark (2011) identify several different options that designers of e-learning programs can offer their learners, in chapter 14, entitled Who’s in Control?.  Educators who facilitate learning in the asynchronous online learning environment have the opportunity to use three types of learner control as they navigate through the e-learning program.  Mayer & Clark (2011) describe those three methods as Content Sequencing, Pacing, and Access to Learning Support.  Content Sequencing gives the learner the option of moving through the content in any sequence desired.  Pacing allows them to dedicate as much or as little time to each lesson, although videos and audio inclusions are viewed in their entirety.  Lastly, Access to Learning Support allows learners to access many different selections throughout the lesson page.  These selections include menus, examples, practice areas and definitions of key terms.  Mayer & Clark (2011) conclude that learner control is both desirable and satisfying to the learner, but require some useful guidelines so that each learner can maximize how successful they can be in each learning environment according to their different needs.  The guidelines for learner control are highlighted in chapter 14.

            There are five learner control principles to optimize learning: 1. Give experienced learners’ control. 2.  Make important instructional events default. 3. Design adaptive control.

4. Give pacing control. 5. Offer navigational support in hypermedia environments.  Clark & Mayer (2011) relate how important each principle is in helping students learn in the e-learning environment and what instruction developers need to know about their learners to help them reach their greatest potential.  First, studies have shown students with lower prior knowledge learned more under program control; therefore learner control should be used more with students with higher prior knowledge and experience.  Secondly, in order for students to reach and maximize their learning, certain defaults should be in place.  Areas, such as practice exercises, should not be bi-passed by the learner but be required to complete.  Next, e-learning programs can adapt to the learners’ needs.  When certain areas become more challenging and students struggle, the program monitors and adjusts the difficulty level.  Students can then work back up to the desired leveled outcome.  Give pacing control is the next principle highlighted in the text.  Recent studies completed show learner control can increase learning.  Students have the ability to go back and view material, re-play audio and video, and pick and choose areas to re-visit.  Finally, the last principle is offering navigational support in hypermedia environments.   Links embedded in the e-learning programs can offer correlated information to gain understanding and navigation bars visually allowing the learner to view their progress are both helpful tools for each learner. 

            Clark & Mayer (2011) believe more studies should be completed to better understand learner outcomes based on prior knowledge and metacognitive skills. 

Critique

            Chapter 14 clearly demonstrates and backs up with research, the required elements of e-learning design that best fits each individualized learner.  It is important to know the learner’s strengths and weaknesses so that programs can be tailored to meet each of their needs.  The importance of completing further studies is to continue to reevaluate instructional elements and how they affect learners’ outcomes and performance by using a more personalized method. 

            Educational technology is changing the way educators, students, and parents look at effective instructional methods.  The traditional classroom environment has changed and continues to change consistently.  The authors of e-Learning and the Science of Instruction, Clark and Mayer (2011), chose to include this section because they see the need for a more individualized approach to learning in the 21st century classroom.  Although the guidelines are available, there is a need to further evaluate the effectiveness of this type of instruction and how it effects learners’ outcomes. 

            Programs, such as BYOD (Bring Your Own Device) are being implemented in many counties across the nation.  It is evident that education is becoming more personalized and that the idea of “one size fits all” is not showing the effectiveness in the classroom.  Learners have many different needs and teaching instruction must look closely at those needs.  Tailoring instruction, although may be challenging to complete, will help educators design e-learning programs with the student in mind.  They feel it will be worth it in the long run in terms of student success. 

 

           

           

*Please excuse any formatting errors.

 

 

EDUC 633 Assessments Blog

As we have discussed in this course and as I have done in many courses at Liberty University, online and distance education has gone through significant changes over the past several years. One of the major discussion points for this in my experiences is that to create an effective distance education course, the course must be designed specifically for distance education. In my undergraduate program, I took a few distance courses, and often found myself watching recorded lectures and taking quizzes and tests on the information. In the text, E-learning and the Science of Instruction (Clark & Mayer, 2011), the authors stress the differences between brick-and-mortar and distance classrooms, focusing on how to apply principles specifically important in e-Learning.

With this knowledge, distance courses are changing to be more engaging and learner-focused. Osuji (2012) suggests that all forms of e-assessment are beneficial to learners and instructors, as some biases can be eliminated and critical thinking illuminated. The author also suggests several e-assessment makers (such as Maple T A) to assist instructors in creating an assessment that helps not only record but also analyze the results. Osuji (2012) supports that e-assessments increase test reliability and validity, and that they can record cognitive and skills-based achievements. Vonderwell & Boboc (2013) suggest using formative assessment in assessing students in a student-centered distance learning environment. Some examples are online journaling, a one minute paper, role play, and a questions wall (Vonderwell & Boboc, 2013).

In reading these articles and using what I have learned in my studies as a graduate student, I am beginning to feel as though the possibilities for assessment in an e-learning classroom are endless. It seems as though there are many opportunities for instructors to assess, as long as they are aware that the course and instructional materials must be adapted for distance learners. I think that formative assessments are more natural assessments that occur during the learning process that help shape instruction, and fit into my distance education learning theory. At the higher education level, I think that reflections on content (papers, blogs, discussions, etc.) are valuable formative assessments that allow the instructor to evaluate how and what the students are learning and what steps to take or changes to make in future instruction.

 

Osuji, U. (2012). The use of e-assessments in the Nigerian higher education system. Turkish Online Journal of Distance Education, 13(4), 140-152. Retrieved February 3, 2014, from the Education research complete database.

Vonderwell, S., & Boboc, M. (2013). Promoting formative assessment in online teaching and learning. Tech Trends: LInking Research & Practice to Improve Learning, 57(4), 22-27. Retrieved February 3, 2014, from the Education research complete database.

EDUC 633 Theory Blog

Please view the video to learn my thoughts on theory with respect to distance education.

Rockinson-Szapkiw, A. Module 2: Theories and foundations of instructional design [PDF document]. Retrieved from Liberty University Blackboard: http://amandaszapkiw.com/resources/tutorials-and-instructional-materials/principles-design-management-distance-education/.

EDUC 633 Introduction

Enjoy my brief introduction about myself, my thoughts on learning, and two truths and a lie! Thanks!

EDUC 639 Research Showcase Blog

Here is a video about my group's research prospectus. Enjoy!

EDUC 639 Wiki Reflection

The First Time I Used the Wiki:

The first time I used the wiki, I created it for our team. I created it knowing the title of our project and that it could be a good place for our group to share contact information. Within the next week, I began working on the wiki for our webibliography, posting textbook choices and articles to review. This was the first time I used the wiki for content-related work, and for purposes of this reflection, I will consider it to be the first time I used the wiki.

Working on the wiki for the webibliography contributed to my knowledge development because it taught me about the project. I did not read any of my peers’ articles or texts, just viewed the titles and reference information to avoid duplicates as best as possible. Working on the wiki both contributed to a positive attitude toward the project and contributed to a negative attitude. Being the creator, I feel as though my team put more pressure on me for everything to exist in the wiki, when they had a lot of control and power to edit all parts of the project. It made me feel stressed because I had to ensure that everything my team expected was a part of the wiki when it needed to be. From the very first time I worked on the wiki, I felt responsible for my entire group’s project, which added a lot of stress to this course. I immediately appreciated that my group was very responsive to emails about the wiki and adding information for the webibliography to it!

A Time in the Middle When I Used the Wiki:

            I used the wiki quite often for this project, checking it almost every other day for the duration of it. I edited the content when our group collaborated for the proposal, which is the part that I will reflect upon here. Our group met in a synchronous online chat to create the proposal for our wiki literature review. I was editing it through out our chat. This role contributed to my knowledge of the project and what was expected for the literature review portion. It helped my attitude because I was eager to work with my classmates and was pleased that everyone was available for the chat, even though not everyone could participate due to technological issues. However, I did become frustrated at times because some of my group members would respond to an idea that was said much earlier in the conversation, and I felt as though I repeated myself several times. We are all very busy, but it is important in a short time frame synchronous communication that we all give our full attention (as best as possible) to keep the conversation concise and to the point.

            With respect to my future career, I think that collaborating to create the proposal showed me how it can be used in group work in grade school. I currently teach kindergarten, and do not think a wiki is appropriate for students. I can see how it can effectively keep group members involved in their projects and provide access from anywhere with an Internet connection. I can see students collaborating on a wiki in class, then working on it from home, and understanding exactly what they are to complete at home because they created the document in class together. This could also prevent issues with transferring documents from one computer or server to the next!

The Last Time I Used the Wiki:

The last time I used the wiki, I felt very accomplished. I spent a ton of time in this course working on it and ensuring that all the seams were sewn as my group members contributed to the project. Overall, a lot of being the group leader consisted of keeping the team organized. I think that part of the organization is due to the volume and amount of work required for a successful project, and the other part due to the fact that I like lists and being organized.

The last time I worked on the wiki contributed to my knowledge about BYOD in a school system. I learned a lot from the research my classmates completed and enjoyed reading their work one final time. I am pleased with how everyone worked together despite varying schedules and feel as though so much of our project relied on these different schedules. It was definitely a stress relief looking over it one final time before determining that our paper was complete!

In a final note, working full time, I am not sure that being a group leader in a project this involved was the best choice for me.  It was very stressful, especially since I had limited access to the Internet as the project neared its due date. I also felt as though when I tried to divide tasks, some group members did whatever they wanted anyways, which did not help the organization of the group. I became very frustrated at this. I know someone has to be the leader, and think I might try being an active group participant next time instead.