Elements
of Distance Education Diffusion * Blog Post #2
George
Siemens discussed the growing acceptance of distance education in today’s
corporate and educational spheres, including three possible elements of
distance education that are creating more effective learning experiences and
giving distance education an identity of its own distinct from F2F courses: (a)
global diversity, (b) communication, and (c) collaborative interaction. Do you
agree or disagree with his view?
Select
one of these three elements for your reflection in this module and respond to
the following in your blog:
- How has this element evolved?
Collaborative
interaction is an aspect of distance education that is growing acceptance among
corporate and educational environments. George Siemens (Laureate Education,
2010) claims that online learners have practical experiences with new tools.
Online learners are becoming comfortable with online discourse and lifelong
learning (Anderson, 2011, p. 92). Online formats provide technological tools for
helping learners construct new knowledge (Anderson, 2011, p. 94). Determinism
is a technological philosophy where learners utilize media and technological resources
as tools for shaping experiences and building learner capacities (Anderson,
2011, p. 9). Social determinism is another technological philosophy. Anderson
(2011) asserts that educators place emphasis with the integration of
technological artifacts within online settings. Emphasis goes towards how
technology use affects social structures. Emphasis also goes towards how social
and technological use shapes the form and content of student learning
experiences (p. 97). The philosophy
behind technological determinism is to view technologies as causal agents for determining
uses and having a pivotal role in social change (Anderson, 2011, p. 98).
Positive views of collaboration with the use of online formats include formats
for complex problem – solving abilities. The collaborative interaction is an
opportunity for reflective deliberation (Anderson, 2011, p. 100).
- What online tools are available today to facilitate these interactions among learners?
There
are several online tools available today that facilitate and support
interactions among learners. Anderson (2011) asserts that when instructors know
their teaching and technology philosophies, they are able to impact rational
thought, personal growth, or bring about political or social change (p. 111).
Progressive methods of instruction utilize experimental, problem – solving, and
situation learning approaches (Anderson, 2011, p. 103). Online tools to improve
learning include WebCT®, Blackboard®, and Lotus Notes® (Anderson, 2011, p.
104). These tools provide an efficient design for an interactive partnership
between the instructor and students. A humanist method of teaching utilizes
group dynamics, group relations training, group processes, and workshops
(Anderson, 2011, p. 106). The e–learning technologies can provide flexibility,
and convenience for online learning. The radical design of instruction invokes
difference - among political, economic, and social order in society. The
instructional methods include dialogic encounters that lead to praxis. The
activities allow learners to become enablers of radical social change
(Anderson, 2011, pp. 108 – 109). The online learning tools to develop learning
include WebCT®, Blackboard®, and Lotus Notes®, and Moodle (Anderson, 2011, p.
109). The communication tools allow for learners to communicate in a risk –
free and trusting learning environment (Anderson, 2011, p. 109).
References:
Anderson,
T. (Ed.). (2008). The theory and practice of online
learning. (2nd ed.). Edmonton,
AB:
Athabasca University Press.
Laureate Education,
Inc. (2008). Elements of Distance Education Diffusion [Video].Baltimore,
MD:
Author.
Vaughn,
ReplyDeleteThe wirelessly interconnected mini computers allow people who work on a common task to interact face to face while maintaining the mediation that a technology-based system affords and opens up new possibilities for introducing collaboration and thereby altering classroom pedagogical practices (Zurita & Nussbaum, 2007). Thus, cognitive socialization, collaborative learning, and activity theories (Spector, Merrill, Merrienboer, & Driscoll, 2008; Zurita & Nussbaum, 2007 ) have become necessary in an online learning environment. What are your thoughts?
References
Spector, J. M., Merrill, M. D., Merrienboer J. V., & Driscoll, M. P. (Eds.). (2008). Handbook of research on educational communications and technology (3rd ed.). New York: Lawrence Erlbaum Associates
Zurita, G., & Nussbaum, M. (2007). A conceptual framework based on activity theory for mobile CSCL. British Journal of Educational Technology, 38(2), 211-235. doi: 10.1111/j.1467-8535.2006.00580.x
Hi Segla –
ReplyDeleteI completely agree! Online learning communities are knowledge – centered. Utilizing several resources is essential. People working on a common task can utilize research through the internet and online library resources (Anderson, 2008, p. 38). They are also able to monitor their own performance (p. 38).
Reference:
Anderson, T. (Ed). (2008). The theory and practice of online learning. (2nd ed.). Edmonton,
AB: Athabasca University Press.