Selecting Distance Learning Technologies

Selecting Distance Learning Technologies

Example 1: Collaborative Training Environment

In example 1, the Instructional designer is met with the task of providing training for employees that are not in the same time zone and/or location. The designer must also make sure the training is engaging for employees, allowing for collaboration and the sharing of knowledge, ideas, and documents essential for a transfer of knowledge to take place. The use of technology in the scenario given is necessary to ensure training on the automated staff information system is properly delivered and effective for the course participants.

Given the stipulations the instructional designer is provided with I would employ the use of video and course management system that permits for the sharing of images and the use of discussion boards in course work. Videos used in the distance learning environment can be cost effective and reach a multitude of audiences. While, discussion boards on course management systems allow for the sharing of documents and ideas on a particular topic and moderation by the instructor.

The use of video in the distance learning environment has a multitude of benefits for the instructor and the learner. The instructor has the ability to share information to students in different locations and times to students without being readily available to each student. Video can be used to deliver tutorials or provide in depth or general information. The student benefits from video by being able to access the information provided by the instructor at any time, which is also a benefit in the distance learning environment. The scenario provided would benefit from videos that explain objectives and concepts of task performed by the information system this would create a learning connection for the employees in the training course. Additionally, the learners would benefit from the ability to rewind, stop and start the videos to ensure comprehension of the course material.

Course Management Systems (CMS) are used to engage learners in course work by creating assessment, sharing documents and/ or discussion boards, and other options. The CMS used can determine the abilities you have to deliver information to the students and engage the students. In the workplace environment, I would encourage using SharePoint as a CMS where you can link and post videos, discussion boards, assessments and documents. SharePoint has minimal cost and can be accessed by using a drives on the computer for later use by employees, instructional designers and trainers. In the scenario of example 1, discussion boards presented after every objective with problem –based questions give the learner opportunity to collaborate and share information they have learned in the module. The collaboration amongst students in the discussion board environment encourages a sharing of ideas and solutions to proposed questions. Furthermore, the use of case studies in the given scenario can afford the opportunity for learners to engage in the information systems to explore the capabilities of the system and the responses one may receive. The instructional designer should create case studies that one may actually encounter which would require the learner to employ steps learned in the course video, as result submitting a screen shot of the final screen received after following these steps. These steps would also serve as an alternative form of assessment gauging the understanding of the learners in the course.

Distance Learning is somewhat new concept to companies in the corporate environment. It can be problematic creating and delivering training in an engaging manner to employees in different settings, however it is not impossible. The use of technology and effective instructional design concepts can engage the learner and effectively deliver training to best suit the learner in any distance learning environment.

Defining Distance Learning

My personal definition of distance learning can be explained as the ability to educate individuals beyond borders. Distance Learning has the ability to reach anyone seeking knowledge in any area on the earth. I have seen distance education evolve in a multitude of ways from experience a k-12 student to my current endeavor as a graduate student. As a child growing up in the 90’s, as the World Wide Web became more popular I witnessed distance learning being used as a tool of communication. Educators used resources such as e-mail, instant messaging, and chat rooms as a tool to communicate with parents. The interaction between parents and students began to evolve with the insurgence of “social media/networking”; educators began using sites such as MySpace and Facebook to provide classroom assignments and updates. Throughout my K-12 education, distance learning continued to evolve allowing websites such as Blackboard to provide a platform for educators to “create” a classroom environment using discussion boards, online assessments and other distance learning tools. My current interactions with Distance learning have expanded well beyond the classroom, and surpass the previous encounters I have had with distance education. Distance learning continues to reach beyond borders and debunk limitations faced in all industries.

Distance education is defined as “institution based, formal education where the learning group is separated and where interactive telecommunications systems are used to connect learners, resources and instructors” (Simonson, Smaldino, and Zvacek, 2015). The texts definition is in close correlation to my personal definition of distance learning as it speaks to learning groups that connect learners in a common interest. A revision of my previous definition of distance learning would place more emphasis on the use of telecommunication systems. With revision, Distance Learning could be defined as the ability to educate learners of a common interest, beyond borders using various forms of technology to foster an effective learning environment. It is important to highlight and acknowledge the use of technology because of the impact it has on distance learning for the both educator and learner.

Distance learning is said to be compromised of four components which include the idea that distance education is institutionally based, the separation of teacher and student, interactive telecommunication systems, and the idea of connecting learners with appropriate resources and educators. Initially, I did not agree with the texts concept of distance education being institutionally based. The text states “this is what differentiates distance education from self-study” (Simonson, Smaldino, & Zvacek, 2015). However, as I continued to read I began to understand the necessity of a governing body to uphold standards for the transfer knowledge between educators and students. Self – study may be less “regulated”, however, more distance learning institutions are stop starting to adopt self –study programs within their curriculum. The separation of teacher and student speaks to more than just different locations, yet also the separate times the instructional materials are encountered by students and educators. Distance learning would be impossible if there was no separation between teacher and student. Interactive telecommunications makes distance learning happen. The interactions happening via web, television and other forms of media serve as the conduit for the “virtual classroom” environment where correspondence occurs between learners and educators. Lastly, the connection of the educator, learners and instructional material serve a part in the concept of distance learning. All of the concepts previously listed, create what I now know as the definition of distance learning. “The definition of distance education includes these four components. If one or more are missing then the event is something different, if only slightly, than distance education (Simonson, Smaldino, & Zvacek, 2015).”

Over the past decade, distance learning has evolved immensely. The ability to host learning environments online by way of a plethora of communication devices has become normal in all facets of learning. “The growth of online distance learning (e-learning) is explosive in almost all sectors, and in many developed and developing countries (Huett, Foshay, & Moller, 2008).” As technology continues to make advances, distance education will become all the more popular. The importance of education will always be emphasized; it is up to our “busy” society to find out how to incorporate education into our lives. As distance learning continues on the path of evolution, it will continue to gain popularity among industries and countries as well as transform educational areas. Distance learning at the moment is changing the idea of performance based learning. “Thus, distance education could eventually be the point of leverage to develop and to propagate performance- based quality standards throughout post-secondary education (Huett, Foshay, &Moller, 2008).” The outlook on distance learning is exceptionally well, and its capabilities are limitless.

Through reading this week’s resources, my definition of distance learning has evolved from the general education of individuals beyond borders. Distance education should be institutionally based, employ the concept of separation of the teacher and student, utilize forms of interactive systems, and create connection for leaners and educators using all concepts. Distance learning has made large advances throughout time, with societies thirst for knowledge and technology; distance education will continue to prevail.

Resources

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

Moller, L., Foshay, W., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: Higher education). TechTrends, 52(4), 66-70.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education.