1) How does your topic relate to distance education?
2) What most important aspects of your topic?
3) What are some potential problems for this topic?
4) What are some potential solutions to these problems?
5) What interests you most about this topic?
Sunday, October 26, 2008
Tuesday, October 14, 2008
Distance Education Research
1) What is the general state of research in Distance Education today?
After reading through the articles, it appears to me that the general state of research in Distance Education is very incomplete. Each article and research study while it has its merits, does not fully answer questions or has some sort of variable hindering it. It seems that more research needs to be done into this topic and with more through consideration to careful research practices. According to The Institute of Higher Education, there has been "gaps and omissions" in research. In addition, their article goes on to discuss the quality of analysis as well. Many of the research studies are less than perfect, leaving much to be desired in the field.
2) Who are some of the big names in DE research?
Honestly, after reading through the articles there were lots of names of people, but none that really stood out as something super impressive, or at least, not in the way I took this question. The biggest name that stands out to me isn't a person, its a journal. The American Journal of Distance Education has published many articles on Distance Education research. As far as individuals, Keegan is huge in Distance Education. He has developed many definitions of Distance Education and things related (I think I may be misunderstanding this question).
3) Did you find any research studies that appeared to have contradictory results?
There are many research studies that contradict each other. It seems that a large percentage of Distance Education research articles do not agree with each other. According to the Bernard article, Allen et al (2005) concluded that classroom instruction was more effective in teaching students; however, in the IHEP article they tell about many studies who conclude that distance education and classroom instruction are equal on many fronts.
4) What explanations might you offer for this variance?
From the articles I've read this unit, it appears that there are lots of errors made in the Distance Education Research field. Many of the studies claim to be comprehensive but in actuality they are not. Berge tried to do his review based on this and found that there wasn't enough comprehensive results and he had to fall back on the Sherry categorization method. Many of the studies also make bias mistakes; they take out what they feel are not "important" and it seems to be at their own interest.
5) Did you find any research studies that confirmed the weaknesses identified in the IHEP Report: What's the difference?: a review of contemporary research on the effectiveness of distance learning? Examples?
IHEP Report stated "The validity and reliability of the instruments used to measure student outcomes and attitudes are questionable." In the Bernard article it speaks of an study by Allen whose research did not effectively measure a critical aspect. The study says that effectiveness is shown more in traditional classroom instruction, but the measurements given were for student satisfaction, definitely not the most important question in measuring the effectiveness of distance learning.
After reading through the articles, it appears to me that the general state of research in Distance Education is very incomplete. Each article and research study while it has its merits, does not fully answer questions or has some sort of variable hindering it. It seems that more research needs to be done into this topic and with more through consideration to careful research practices. According to The Institute of Higher Education, there has been "gaps and omissions" in research. In addition, their article goes on to discuss the quality of analysis as well. Many of the research studies are less than perfect, leaving much to be desired in the field.
2) Who are some of the big names in DE research?
Honestly, after reading through the articles there were lots of names of people, but none that really stood out as something super impressive, or at least, not in the way I took this question. The biggest name that stands out to me isn't a person, its a journal. The American Journal of Distance Education has published many articles on Distance Education research. As far as individuals, Keegan is huge in Distance Education. He has developed many definitions of Distance Education and things related (I think I may be misunderstanding this question).
3) Did you find any research studies that appeared to have contradictory results?
There are many research studies that contradict each other. It seems that a large percentage of Distance Education research articles do not agree with each other. According to the Bernard article, Allen et al (2005) concluded that classroom instruction was more effective in teaching students; however, in the IHEP article they tell about many studies who conclude that distance education and classroom instruction are equal on many fronts.
4) What explanations might you offer for this variance?
From the articles I've read this unit, it appears that there are lots of errors made in the Distance Education Research field. Many of the studies claim to be comprehensive but in actuality they are not. Berge tried to do his review based on this and found that there wasn't enough comprehensive results and he had to fall back on the Sherry categorization method. Many of the studies also make bias mistakes; they take out what they feel are not "important" and it seems to be at their own interest.
5) Did you find any research studies that confirmed the weaknesses identified in the IHEP Report: What's the difference?: a review of contemporary research on the effectiveness of distance learning? Examples?
IHEP Report stated "The validity and reliability of the instruments used to measure student outcomes and attitudes are questionable." In the Bernard article it speaks of an study by Allen whose research did not effectively measure a critical aspect. The study says that effectiveness is shown more in traditional classroom instruction, but the measurements given were for student satisfaction, definitely not the most important question in measuring the effectiveness of distance learning.
Wednesday, October 1, 2008
Summary and Reflection of Theories
1. What trends and technologies have shaped Distance Education to this point?
There have been many different trends and technologies that have made a large impact on Distance Education. One major trend is the need for classes that fit students schedules. On campus classes do not allow for things such as full time jobs and families as much as a class where you can go online and do it whatever time of day you want (doesn't allow for much time for sleep I must add...). Another trend, is OSS (Open Source Software) such as Moodle being offered to distance learners of all ages. I know that my middle school students use Moodle and love it! A few technologies that have shaped Distance Education of course are synchronous and asynchronous communication. There are so many possibilities with these technologies. Of course, Distance Education has most been shaped by the every growing Internet capabilities and e-mail technologies. When I was in elementary school were still using huge floppy disks (side note: which by the way, isn't it funny that on newer programs the save button looks like a floppy disk- and hardly anyone uses floppy disks anymore?). I remember getting my first computer when I was in 9th grade (late 90's) and the Internet was something new and exciting. Now its apart of my everyday life.
2. What is currently happening in the field of Distance Education? How is this different or the same as what has happened in history?
Currently, Distance Education is primarily learner centered. Teachers act as facilitators. They guide the students to the knowledge- teachers are not spending hours lecturing or making up self produced materials; instead they direct you to reading material to read and ask you to discuss. Also, there is a lot of team learning in Distance Education. Community is important and online professors rely on the teams and communities to help the class to be successful. Students now have a voice and can relate the subject matter at hand to their background knowledge. In the past, students were just there to learn. The instructor was the main source and the typical class protocol was lecture. Each class was exactly the same as it didn't make a difference the backgrounds of students. There has been a major shift from this instructor-centered learning to learner-centered learning.
Chute, A., Thompson, M. & Hancock, B. (1999). The McGraw-Hill handbook of distance learning: An implementation guide for trainers and human resources professionals. New York, NY: McGraw-Hill, 204-217. [11 pages]
3. What are some of the most referenced theories in these readings?
Constructivist theory that requires learners to play an active role in their learning. It asks teachers to merely be facilitators instead of direct teachers. In constructivist learning, the learner takes things in their background and brings it to learning to find their own meaning.
Vygotsky's theory of Social Development talks about how not only do we learn things from the content of the class we are taking, but the learning also depends on others and the social aspect. Further theorist have expanded his ideas and have stated that working in online communities enables students to do better than if they were working alone.
Anderson, T. & Elloumi, F. (Eds.) (2004). Theory and Practice of Online Learning. Foundations of Educational Theory for Online Learning. Toward a Theory of Online Learning, 33-60. Athabasca, CA: Athabasca University. [27 pages]
4. How do you see the theories discussed and other theories as being used in Distance Learning?
I definitely see Vygotsky's theory of Social Development being used in all of my online distance classes. Professors strive for us to work as a community to have result products. While I understand the theories behind it, for me personally, I dislike too much community interactions. I enjoy discussion board chats and such, but honestly, do not enjoy things such as group projects from a distance. I am in my 5th semester of online distance learning and find that there always tends to be one "bum" student who does not pull their weight (as in any group) but its much harder to accomodate one another online. We all take distance learning courses because our lives are so busy, and then we have to coordinate with 3-4 others.
I also feel that Learner Based theories are also very present in distance education. A lot of professors have students take pre-tests to figure out where to begin and how much knowledge a class already has. I am in Professor Dorn's class and he actively engages in discussion and I feel that he uses this theory quite often. If we don't understand something, he can tell from the discussions and explains or asks us more questions so we figure it out ourselves. This being said, while I do see it in some classes, I have also found this is very hard for teachers to do because sometimes things aren't so clear cut. I've had other professors who I would never say this was a theory they prescribed to. So I believe it depends on the professor involved.
5. If you had to support your approach to Distance Education at some time (hint: like on your qualifying exams), what would you point out as some of the important theories of interest?
My important theories of interest would include the ones I already mentioned. The one being most important to me being constructivist approach. I constantly try to bring this into my own classroom and find that students who learn based on prior knowledge really learn, versus just learning recall. If a student learns through doing something, they are much more likely to take that with them. I guess it goes back to old saying "“Give a man a fish; you have fed him for today. Teach a man to fish ; and you have fed him for a lifetime”. If you teach students how to use their knowledge and relate it, they can always use that.
Another theory that I personally like and find important is Knowles' Andragogy theory. Knowles'
states that "(1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value". I find this to be very true. I do not like to learn to do things that I have no idea why I am doing that, and I do not think this is only for adults- I think young learners also need an idea of why they are learning. Actually, I find it funny that on the websites talking about this theory it relates it to adult learning mostly. As I read through all of these statements I directly think of my students. They need these things too and they are just 6th graders.
Kearsley, George. TIP: The Theories. Retrieved October 1, 2008 at http://tip.psychology.org/knowles.html.
6. What types of things might be important for you to know about Distance Education if you are looking for a job in this field?
It would be important for a potential distance education professional to know the theories that they agree with so that they can put these to work. I also think that it would be important for you to know the background of distance education as well as the types that are available. Often times we think of distance education and assume online, there are still many other types of distance education. In addition to knowing about distance education, I really believe you just need to know about teaching in general. A good background in education and psychology will take you a long way. Teaching children and teaching adults are different, but a lot of things can relate in the same way.
There have been many different trends and technologies that have made a large impact on Distance Education. One major trend is the need for classes that fit students schedules. On campus classes do not allow for things such as full time jobs and families as much as a class where you can go online and do it whatever time of day you want (doesn't allow for much time for sleep I must add...). Another trend, is OSS (Open Source Software) such as Moodle being offered to distance learners of all ages. I know that my middle school students use Moodle and love it! A few technologies that have shaped Distance Education of course are synchronous and asynchronous communication. There are so many possibilities with these technologies. Of course, Distance Education has most been shaped by the every growing Internet capabilities and e-mail technologies. When I was in elementary school were still using huge floppy disks (side note: which by the way, isn't it funny that on newer programs the save button looks like a floppy disk- and hardly anyone uses floppy disks anymore?). I remember getting my first computer when I was in 9th grade (late 90's) and the Internet was something new and exciting. Now its apart of my everyday life.
2. What is currently happening in the field of Distance Education? How is this different or the same as what has happened in history?
Currently, Distance Education is primarily learner centered. Teachers act as facilitators. They guide the students to the knowledge- teachers are not spending hours lecturing or making up self produced materials; instead they direct you to reading material to read and ask you to discuss. Also, there is a lot of team learning in Distance Education. Community is important and online professors rely on the teams and communities to help the class to be successful. Students now have a voice and can relate the subject matter at hand to their background knowledge. In the past, students were just there to learn. The instructor was the main source and the typical class protocol was lecture. Each class was exactly the same as it didn't make a difference the backgrounds of students. There has been a major shift from this instructor-centered learning to learner-centered learning.
Chute, A., Thompson, M. & Hancock, B. (1999). The McGraw-Hill handbook of distance learning: An implementation guide for trainers and human resources professionals. New York, NY: McGraw-Hill, 204-217. [11 pages]
3. What are some of the most referenced theories in these readings?
Constructivist theory that requires learners to play an active role in their learning. It asks teachers to merely be facilitators instead of direct teachers. In constructivist learning, the learner takes things in their background and brings it to learning to find their own meaning.
Vygotsky's theory of Social Development talks about how not only do we learn things from the content of the class we are taking, but the learning also depends on others and the social aspect. Further theorist have expanded his ideas and have stated that working in online communities enables students to do better than if they were working alone.
Anderson, T. & Elloumi, F. (Eds.) (2004). Theory and Practice of Online Learning. Foundations of Educational Theory for Online Learning. Toward a Theory of Online Learning, 33-60. Athabasca, CA: Athabasca University. [27 pages]
4. How do you see the theories discussed and other theories as being used in Distance Learning?
I definitely see Vygotsky's theory of Social Development being used in all of my online distance classes. Professors strive for us to work as a community to have result products. While I understand the theories behind it, for me personally, I dislike too much community interactions. I enjoy discussion board chats and such, but honestly, do not enjoy things such as group projects from a distance. I am in my 5th semester of online distance learning and find that there always tends to be one "bum" student who does not pull their weight (as in any group) but its much harder to accomodate one another online. We all take distance learning courses because our lives are so busy, and then we have to coordinate with 3-4 others.
I also feel that Learner Based theories are also very present in distance education. A lot of professors have students take pre-tests to figure out where to begin and how much knowledge a class already has. I am in Professor Dorn's class and he actively engages in discussion and I feel that he uses this theory quite often. If we don't understand something, he can tell from the discussions and explains or asks us more questions so we figure it out ourselves. This being said, while I do see it in some classes, I have also found this is very hard for teachers to do because sometimes things aren't so clear cut. I've had other professors who I would never say this was a theory they prescribed to. So I believe it depends on the professor involved.
5. If you had to support your approach to Distance Education at some time (hint: like on your qualifying exams), what would you point out as some of the important theories of interest?
My important theories of interest would include the ones I already mentioned. The one being most important to me being constructivist approach. I constantly try to bring this into my own classroom and find that students who learn based on prior knowledge really learn, versus just learning recall. If a student learns through doing something, they are much more likely to take that with them. I guess it goes back to old saying "“Give a man a fish; you have fed him for today. Teach a man to fish ; and you have fed him for a lifetime”. If you teach students how to use their knowledge and relate it, they can always use that.
Another theory that I personally like and find important is Knowles' Andragogy theory. Knowles'
states that "(1) Adults need to know why they need to learn something (2) Adults need to learn experientially, (3) Adults approach learning as problem-solving, and (4) Adults learn best when the topic is of immediate value". I find this to be very true. I do not like to learn to do things that I have no idea why I am doing that, and I do not think this is only for adults- I think young learners also need an idea of why they are learning. Actually, I find it funny that on the websites talking about this theory it relates it to adult learning mostly. As I read through all of these statements I directly think of my students. They need these things too and they are just 6th graders.
Kearsley, George. TIP: The Theories. Retrieved October 1, 2008 at http://tip.psychology.org/knowles.html.
6. What types of things might be important for you to know about Distance Education if you are looking for a job in this field?
It would be important for a potential distance education professional to know the theories that they agree with so that they can put these to work. I also think that it would be important for you to know the background of distance education as well as the types that are available. Often times we think of distance education and assume online, there are still many other types of distance education. In addition to knowing about distance education, I really believe you just need to know about teaching in general. A good background in education and psychology will take you a long way. Teaching children and teaching adults are different, but a lot of things can relate in the same way.
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