Designing Effective Distance Education Courses

          Distance education has been 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, p.32). The key component of distance education is the separation of teacher and students. The distance between the learners and between the learning group and the instructor does not matter as long as the resources used for connecting all class members are used effectively. With the ever-increasing demand for online courses its time to take a critical look at quality. Online enrollments are predicted to continue growing. Not only are the numbers up; growth rates are climbing as well (Oblinger, p.14). This paper will examine elearning spaces and some of the tools available for facilitating learning in online courses. A mapping of student learning styles and their connections to elearning tools will also be provided.

            Two important considerations in online curriculum design are, “It's not about e-learning. It's about learning. It's not about the trainer. It's about the learner” (Zarrabin, p.1). It is critical to resist the urge to separate elearning from face-to-face learning. Both instructional formats have the same major objective, student learning. Choosing the best approach in either environment is paramount. The second point represents almost a paradigm shift in the student/teacher relationship. But it is a welcome shift in my opinion. It has been my experience in my 25 plus years of teaching that a dramatic change in college preparedness has occurred. Students all too often expect to be spoon fed information and handed all that they need to know. But when it comes to using what they have learned, they cannot. They are unable to take the information provided and apply it. Problem-solving abilities are seriously lacking and in dire need of improvement. Designing student-centered learning spaces puts the emphasis back on the student in the student/teacher relationship. Online learning space is a fantastic place to start! The teacher goes from sage on the stage to guide by the side (Berner). Well-designed elearning spaces in online courses can work magic in bringing students up-to-speed as competent problem-solvers, responsible adults, and prepares them for lifelong learning. Most students who have completed my end-of-course surveys indicated that it takes more discipline for students to succeed in an online course than in a face-to-face one. The experience of successful completion is more far reaching.

            A learning space, be it brick and mortar or virtual, emphasizes learning. Educators are no longer bound bind the confines of 4 walls and stationary desks, however. Hybrid classes and online classes make use of virtual space as well. Fully online classes allow virtually total freedom of design on the part of the instructor. Learning spaces convey an image of the institution’s philosophy about teaching and learning (leading the transition from…). But physical learning space cannot be under the total control of the instructor. A standard lecture hall, with immovable chairs all facing the lectern, may represent a philosophy of “pouring content into students’ heads” thereby fostering the habit of spoon feeding students as they have grown accustomed.  Virtual learning space, on the other hand, can be designed totally under the control of the instructor. The first, and perhaps most important, aspect of online course design is to emphasize learning in clear, comfortable, welcoming, and almost transparent ways. The distinction between face-to-face and elearning educational settings should not be as obvious as one might think necessary. This is done by thoughtful, careful planning and aesthetically pleasing and totally functional course layout. Great attention must be paid to completeness of content, organized layout, easy-to-navigate screens and the inclusion of diverse methods of instruction for learning to address the myriad of learning styles of learners. In short, create an environment where you would want to be. Don’t make the course a lesson in technology or an exercise in futility trying to locate information. The course should be about its subject, not the technology being used. Design should encourage student learning about the subject matter with the technology serving only as the medium. Technology for the sake of technology is a wasted effort. Effective elearning spaces incorporate technology in such ways as to accept their existence as commonplace tools just like ATM machines and wireless phones that we have all come to take for granted. 

            Internet delivery requires the talent to transcend invisibility and become a living participant in a shared learning environment. When Internet communication works, the medium becomes a place, as a physical classroom is a place. The shared experiences of the lectures and the discussion forums create a shared memory of incidents and events Chepya, p.9). The experience can be sheer joy or an utter nightmare depending on design.

            Learning styles play an important role in any educational setting, face-to-face or online. Addressing students’ learning styles is an important component of the teaching/learning process in any educational environment. Denying their existence or ignoring their impact leads to frustrated efforts on the part of both student and teacher. Catering to them, however, is a daunting task in a classroom. Offering different methods of instruction and evaluation always leave someone left out in a traditional classroom. Consider for example the student who prefers active participation who must sit through a 50 minute lecture, glued to his seat. So much time and effort is wasted. “Lectures can be overrated …and class discussions are actually better online than in a college classroom, with a diverse group exchanging thoughtful postings.” (Students prefer online). Catering to multiple learning styles in a virtual classroom, however, is not only necessary, it’s virtually easy.

            Consider Kolb’s Inventory of Learning Styles: (Kolb)

Accommodators: these learners need physical involvement in their studies. Opportunities must be provided for them to act on and act out their learning.

Divergers: these learners thrive on collaboration and group work. Opportunities must be provided for them to work in groups.

Convergers: these learners prefer to think things through and work things out alone without being part of a group. Opportunities must be provided for independent, self-paced learning and experimentation.

Assimilators: these learners prefer to think than act. Opportunities must be provided for deep reflection about learning.

            Simply summarized, there are those who prefer to act, those who prefer to think, those who work well with others, and those who work best alone. Typically, however, traditional classroom instruction does not cater to all of these preferences or strengths. Even if it did, there would always be those not learning as well as possible while others’ learning needs are fostered. But online, it’s a different story. Multiple approaches can be used simultaneously with a pick-and-choose style where students can select according to the style that works best for them.

            The remainder of this paper will discuss seven elearning tools that encourage creative, effective use of electronic information management and communication. Creative selection and application of these tools will help address different learning styles. Keep in mind that I am not advocating that all students be encouraged, or even allowed, to follow only one style. That is not in the students’ best interest nor is it practical for them in the long run. The real world probably does not care how people learn or work. More often than not we are all expected to conform and do things according to someone else’s preference. That being said, it is wise to strengthen one’s ability to adapt and to be flexible. Educational settings, however, should be designed to foster learning in any way possible nonetheless. Offering multiple approaches to teaching, learning and evaluating online is quite practical. Using a wide variety of tools allows students to pick those that work best. They are free to spend as much, or as little, time as necessary to master a concept and then move on. The impact on classmates is minimized because they do not have to move in lock-step but rather they can progress at their own rate in the privacy of their own working, elearning space.

Blogs – online web logs that offers its author a format for recording and posting thoughts and other comments.

Course Applications:

?        Electronic journal

?        Reflections

?        Responses to teacher posted questions

?        Responses to student reflections

Instant Messaging – real-time communication tool.

Course Applications:

?        Synchronous communication for research and report writing

?        Synchronous help/tutoring

?        Synchronous study sessions

Interactive Editing – collaborative editing tool that can be worked on by group members at the same time.

Course Applications:

?        Group writing

?        Critical evaluation of information

Podcasting – audio files in MP3 format that can be downloaded and played either on a computer or MP3 player.

Course Applications:

?        Audio presentation of lectures (teachers)

?        Audio presentation of reports (students)

?        Audio delivery of information (audio books, etc.)

Social Bookmarking – software that allows users to save, bookmark, sites to a public Web site.

Course Applications:

?        Record web pages for course work – teachers and student

?        Save research sites for further reference

Videoblogging – a video web log (vlog) that uses video instead of text.

Course Applications:

?        Visual demonstration of techniques and processes

?        Language-independent demonstrations

Wiki – a web page that can be modified by anyone the author allows.

Course Applications:

?        Historical timeline

?        Story sequencing

?        Study guide – student created

?        Study guide – student/teacher created

In closing I offer my 5 Rules of Engagement for online courses:

Rule #1 – Get your students involved! Demand participation; establish communication - students to student and students to teacher.

Rule #2 – Create an environment conducive to learning: easy to navigate site, clearly presented material, attention to different learning styles, multiple opportunities to learn and demonstrate understanding.

Rule #3 – Be supportive: just because you and your students are not in the same room does not mean they should feel or be alone. Make sure they know you are there.

Rule #4 – Plan thoroughly: be proactive; anticipate questions and problems; present learning using multiple formats; keep the lines of communication open.

Rule #5 – Evaluate constantly: every step of the way...develop a clear and thorough understanding of what works and what does not work; modify as needed; stay current.

References

Berner, R. T. (2004) Less is More: Designing an Online Course, DEOSNEWS 13(4).

Brown, M. B. and Lippincott, J. K., (2003) Learning spaces: More than meets the eye, Educause Quarterly 1, 14-16.

Chepya, P. (2005) E-personality: The fusion of IT and pedagogical technique. Educause Quarterly 28(3), 9-10.

Drummond, T. (2002). A brief summary of the best practices in college teaching: Retrieved July 20, 2006, from         North Seattle Community College website: http://northonline.sccd.ctc.edu/eceprog/bstprac.htm 

Jones, M. G. Creating engagement in computer-based learning environments: Retrieved July 15, 2006 from The      University of Memphis: http://itech1.coe.uga.edu/itforum/paper30/paper30.html

Kolb, D.A. (1984). Experiential Learning. Englewood Cliffs, NJ: Prentice-Hall

Kuriloff, P. (2005). Breaking the barriers of time and space: more effective teaching using e-Pedagogy. Innovate       Journal of Online Education, 2(1), 64-72.

Oblinger, D. G. and Hawkins, B. L.(2005) The myth about elearning. Educause Review,   14-15.

Phipps, J. J. (2005) E-journaling: Achieving interactive education online. Educause Quarterly, 1, 62-65. 

Simonson, M. (2006) Teaching and learning at a distance: Foundations of distance education (3^rd ed.) New Jersey:       Pearson Prentice Hall.

Zarrabian, M. (2003) The E-learning market: It's about the learner, not the instructor! Retrieved July 10, 2006 from       eLearn Magazine: http://www.elearnmag.org/subpage.cfm?section=best_practices&article=17-1.