The Evolution of Online Communication and its Impact on Distance Education

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One of the greatest contributing factors to the growing acceptance of online distance education is the evolution and development on communication. As online communication tools have continued to grow and develop the quality and the availability have increased. At the same time the cost of using these tools has also decreased. It is no longer a difficult task to interact with friends and family members through online video tools like skype, google hangouts, or face time. Not only has the necessary software become more user friendly but the necessary hardware has also become standard on most portable devices. Today’s technology consumers would be surprised to see a phone, tablet, or laptop that did not have a built in camera and microphone. The growing social acceptance and adoption of online social communication has contributed to the development of a student base that is just as comfortable with online communication as they are with a traditional face to face classroom experience. In some cases individuals may actually be more comfortable communicating online than they are in person.

The available technologies and the social adoption of online social interaction have in affect created a smaller world. “We are recognizing that the notion of distance or geographical separation isn’t as significant as we might have thought it was” (Laureate, 2008). These social and technological developments have created an ideal time for online distance education to grow and flourish.

Reference

Laureate Education, Inc. (2008). Principles of distance education: The future of distance education.

Distance Education the Next Generation

Distance education is certainly an area of education that has seen its share of change over the years. While distance education is not a new phenomenon the growth of internet resources over the past couple of decades has brought rapid growth and change to this educational arena. Dr. Simonson defines distance education as, “Formal Education that is institutionally based where the learning group (the teacher, the students, and the resources) are separated by geography and sometimes be time” (Laureate Education, Inc. 2008). Using this definition to limit the scope of research it is possible to examine how the distance education programs of institutions have evolved. Some of the greatest ways in which distance education has changed over the years is seen in the increase of equivalent programs for distance students. Modern resources make collaboration and communication more practical to the point that students can attend distance programs that are based on the other side of the world. An examination of almost any higher education institution will reveal an, “explosive e-learning growth, most colleges and universities are willingly evolving to this new environment and providing some, if not a significant portion, of their educational offerings in web-based or other nontraditional formats” (Moller, L., Foshay, W., & Huett, J. 2008, July/August). The increase in distance programs is not limited to higher education. This trend is also seen in corporate training and even in the K12 sector.

Considering the three articles covering the Evolution of Distance Education and the video clip from Dr. Simonson there seem to be a great deal of similarities. Dr. Simonson sees the future of distance education growing but not exploding or replacing the traditional brick and mortar university (Laureate Education, Inc., 2008). Moller, Foshay, Huett, and Coleman tend to focus more on the growing pains or current limitations found in the various distance education models. In the corporate training area of distance education the limitation center around poor quality and limited qualified instructional designers (Moller, L., Foshay, W., & Huett, J., 2008, May/June). Higher education communities are struggling with the time and effort needed to produce quality courses as well as the negative social stigma attached to distance education (Moller, L., Foshay, W., & Huett, J., 2008, July/August). In part because of its rather new and rapid growth the K12 distance education programs seem to be inundated with students who are unable or unwilling to function in a traditional classroom (Huett, J., Moller, L., Foshay, W. & Coleman, C., 2008, September/October). As a result the effectiveness of these programs is difficult to measure and often questioned.

Considering the various perspectives of these articles and Dr. Simonson’s video it is clear that distance education will continue to grow and be a substantial force within education as a whole. What remains to be seen is how each of the various facets of education will seek to overcome the challenges that come with the growth of distance education.

Resources

Laureate Education, Inc. (2008). Principles of distance education: Distance education: The next generation. Baltimore, MD: Author.

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). TechTrends, 52(5), 63–67.

Personal Learning Network | Piktochart Infographic Editor

Personal Learning Network | Piktochart Infographic Editor

Experiences So Far

What impact do you believe technology has on the way you learn?

Technology has certainly changed and improved the way I learn. Advances in technology have improved the accessibility of information and created easier ways to manipulate that information to create meaningful knowledge.  Online data bases allow students like myself access to quality research literature. Through internet access these resources can be used from the comfort and convenience of my own home.

Technology has also changed the way assignments are completed and turned in. When I worked on my Master’s degree I was required to submit actual paper based notebooks and projects for the majority of my classes. Now all assignments are completed, turned in, evaluated, and returned while remaining in a digital format. This has increased the amount of feedback I now expect from my instructors. Instead of having a handful of major assignments toward the end of the term I am now expected to complete numerous smaller assignments throughout the entire term. With constructive feedback from the instructors improvements can be made throughout the course.

In what ways do you learn differently in an online environment from the way you learned in a face-to-face learning environment? 

My undergraduate degree was completed in a traditional brick and mortar college setting. The strategies I employed during this time were quite different than those needed to be successful in the online based program I am currently enrolled in. In a face-to-face learning environment my strategies included consistent class attendance, diligence in completing assigned tasks, and note taking during class lectures. I rarely read any textbooks or did any type of research that was not directly tied to a specific assignment. Although I attended classes with other students I did not interact with those students in any learning activities. It seemed as though the goal of the classes I attended during this time was simply to transfer knowledge contained in the instructors mind to my own.

My current enrollment in an online Ph.D. program is quite different from my earlier college experiences. There are no lectures to sit and listen to. The learning process no longer consists of simply remembering what was said for a test or other assessment. Now I must read the required materials to construct my own framework of knowledge. There is little to no interaction with instructors prior to the submission of an assignment. One interesting and unexpected element of this type of program has been the increased interaction with other students. Regular discussion posts and collaborative assignments create an environment where individuals like me are now required to interact with other students.

After reflecting on the various learning environments I have experienced I can begin to have a greater understanding of the way I learn and assimilate new information. I believe that the most meaningful learning experiences I have had were situations where I was given a task that required gathering data and manipulating that data in creative ways that would demonstrate relevance and practical application. This observation is supports the constructivist learning mindset in which, “knowledge is constructed by learners as they attempt to make sense of their experiences” (Driscoll, 2005 p. 387). Through the manipulation of this data connections are created between the new data and previously learned information. In my life I have experienced times when these experiences were created through collaborative efforts as well as individual efforts. The actual learning seems to occur when the new data connections are created and not through the expansion of my network of colleagues.

Reference

Driscoll, Marcy P.(2005). Psychology of Learning for Instruction XML Vitalsource ebook for Laureate Education, 3rd Edition. Pearson Learning Solutions. <vbk:9781256352952#outline(14.1.1)>.

Teaching New Technologies

Over the past several years I have struggled with a particular teacher resisting the use of technology to aide her communication with parents and staff members. On the outside she seems to have a desire to use technology to improve her effectiveness in communication. However, she seems to lack the required motivation to attempt to grow in her communication skills. During this same time period she has learned to effectively use our school software for lesson plans and grades. Her attitude toward the whole situation seems to be that every time she attempts to use her computer to communicate she is at war with the computer. She becomes very angry and frustrated with her own inability to quickly navigate this type of situation. I believe that this teacher lacks the necessary motivation to press through the early stages of learning this new skill.

Keller (1983) describes “four conditions for motivation that must be met to have a motivated learner” (Keller, 1993 as cited by Driscoll, 2005 p. 333). The conditions are attention, relevance, confidence, and satisfaction (Driscoll, 2005 p. 333).  If I am going to assist this teacher in further developing her skills I must guide her to the point where she reaches these four steps to become a motivated learner. First her attention must be captured. This could possibly be accomplished by demonstrating a simple shortcut to begin the communication process. Next the relevance of this type of skill will need to be demonstrated. I believe that she has a limited perception of the importance of successful communication skills. She might benefit from a demonstration of how she can become even more effective by improving her communication skills. In the area of confidence she has been given specific tasks to complete within close proximity to someone who can assist her. I feel that her confidence will be boosted when she is able to complete important tasks with limited assistance. Finally she will become motivated to continue working on her communication skills when she is able to achieve a small level of clear success.  

Reference

Driscoll, Marcy P. (2005). Psychology of Learning for Instruction XML Vitalsource ebook for Laureate Education, 3rd Edition. Pearson Learning Solutions. <vbk:9781256352952#outline(12.5)>.

Connectivism Mindmap

Reflection

• How has your network changed the way you learn?

The increased connections in my own learning map have changed the way I learn new information or skills. Increased access to information has allowed me the opportunity to search for answers on my own before seeking answers from other people. When I do choose to ask someone else it is much easier and faster to contact experts.

• Which digital tools best facilitate learning for you?

The most valuable digital tool is the one which is designed to meet the current need or desire. When it is necessary to learn information specific to Private Christian Schools then my first choice would be to utilize the Association of Christian School International’s ConNEXUS community. If the goal is to obtain the current research on relevant educational theory then the Walden Library resources would be the best option. Each other piece of the map has its own unique benefits and appropriate situations for use.

• How do you learn new knowledge when you have questions?

The best way for me to learn knowledge is to create an outline or structural framework in which this new knowledge can be applied to real world situations. To create this structure I will first begin by searching static resources such as discussion boards, library databases, and general Google searches. As I begin to create a working application of the new knowledge I may seek assistance from technologically connected acquaintances. However, this is usually a last resort that would only be used if I am unable to search for the answer on my own.

Is Collaboration a Naturally Occurring Phenomenon?

Rheingold proposes that humans have a natural tendency to, "interact and work as a group". As proof he offers the development of hunting teams among developing humans as well as more recent collaborative efforts including the development of opensource software and Wikipedia. While there are elements of truth in these conclusions Rheingold seems to hold an inaccurately positive view of human nature. Another interpretation of these events makes the claim that in each of these scenarios the individuals involved realized that their own personal benefit could be increased through the involvement of a greater workforce. This view of human nature is supported more clearly in situations where an individuals personal benefit was increased through the coercion of additional people to join their efforts. Slaves were forced to build structures like the Pyramids for the benefit of the Pharaohs. Mercenaries have been coerced through the promise of financial gain to join battles that were not their own.

People seem to work together when they stand to gain from the cooperation and collaboration efforts. They continue to work in these efforts until the personal benefits gained from the work become of lesser value than the effort and investment they must make.

When we understand these motivational factors driving individuals to collaborate then we can harness this tool and use it to increase our effectiveness as educators. To accomplish this we must learn to demonstrate to students how they can achieve greater benefit through collaboration than they could achieve on their own. 

For older students there are a numbers of ways that technology can assist in facilitating a collaborative environment. Google Apps for Education offers free tools for schools that can allow secure areas where students can work on shared documents within a controlled environment. Younger students would benefit from the shared work spaces provided by products similar to the Promethean ActivTable. This type of product is designed to both encourage and require collaboration among students.

In addition to the student benefits that can be achieved through collaboration there are many ways in which Teachers can personally benefit from professional collaboration efforts (Morgan, 2011). When the educational leadership desires teachers to engage in collaborative efforts then they must demonstrate how those teachers will personally benefit from the collaboration.




Reference

Morgan, A., Parr, B., & Fuhrman, N. (2011). Enhancing Collaboration among Math and Career and Technical Education Teachers: Is Technology the Answer?. Journal Of Career And Technical Education, 26(2), 77-89.