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A Dynamic Model For Delivering Distance Learning Curriculum Via Interactive Peripherals
| Content Provider | Semantic Scholar |
|---|---|
| Author | Gonzales, Ronald F. |
| Copyright Year | 2004 |
| Abstract | Distance learning programs are evolving on the basis of a centralized broadcast location delivered to off campus sites and locally administered by facilitators. Students that attend distance learning or distance education classes consider their participation helpful as they experience education or learning away from the traditional “bricks and mortar” classroom. This simple, yet effective model, is not without design considerations. A common problem with the current model is that the overall system of curriculum transmission, local facilitation, and student participation is not in full membership with the academic community. In addition, the impact of user interface design and a new consideration representing modes of assessment all are new and determining factors applied to the distance education process. This presentation will discuss current practices and make recommendations associated with the administrative and instructional and facilitative design parameters. It is believed that distance learning programs are a viable and alternative learning environment that may be used to achieve college level learning available to juniors, seniors, and adult community citizens. Introduction Design constructs associated with distance learning curriculum delivery have become an assessment variable within the system of electronically mediated curriculum. A consensus of literary reviews have focused their efforts on the design of distance learning curriculum associated with “lesser or no structure”. Those who have authored distance education course materials take issue with this statement and admittedly describe their efforts in curriculum design as requiring more effort, knowledge, and multiple skill levels associated with delivering distance learning. Contained within the technology of distance learning systems are those interactive peripherals that enhance the overall process. Peripherals or support processes include both input and output software and hardware. A successful distance learner and course designer Page 938.1 has acquired levels of competency that enable communication using PDF files, attachments to email, conversion between file formats, organizing and downloading resource materials, use of chat rooms, use of e-mail distribution lists, remote access to distant sites, web site design and implementation, and other features combined in software and hardware applications. In order to gain an insight and more definitive answers to these questions and design variables this discussion will enter into descriptions and conditions unique to distance education course construction and student participation with distance learning programs. The Growing Need for Distance Learning A review of literature listed on campus web sites would suggest that a large percentage of campus curriculum offerings involve distance learning practices. Percentage approximations of course work offered through distance education have produced results that exceed 84% (Market Data Retrieval, 2002). This number varies from campus to campus, but a growing trend in distance education course offerings continues to support additional course development and delivery. The types of distance learning packages differ, however, students are frequently choosing distance learning over traditional methods. The United States Distance Learning Association (USDLA), found at: http://www.usdla.org, is a useful resource to provide distance learning course development and delivery principles. Considerations of Distance Learning Assessment Techniques Research studies have mixed findings used to determine that distance learning classrooms report similar effectiveness results as compared with traditional instruction methods. Often, these issues revolve around such questions as, “will technology help students learn the material more efficiently?" and "will technology make the teaching and learning processes less expensive?" In this special circumstance involving distance education, it would appear there are yet other considerations in addition to statistical distributions of significance to help determine the success of distance learning. Questions should be asked if distance education promotes a different kind of learning and not just an amount of learning. Traditionally, assessment practices have only measured a quantity of learning as determined by content associated with domains of knowledge. It has been observed and determined that people are not always equally described in their accomplishments based on quantitative levels of mastery. Page 938.2 The Significance of User Interface Design The advent of distance education curriculum would suggest it is important to match the mode of assessment with the mode of learning. One such instance of a compared assessment using computer-based assessment in a first-year module on numeracy and statistics in Biology, used on-line assessment to replace marked multiple-choice tests. Analysis of student results after the first year (Ricketts & Wilks, 2001) showed that students using on-line assessment did not perform as well as those using marked multiple-choice questions. The difference in performance could not be attributed to a weaker student cohort. Nevertheless, on-line assessment was reasonably popular with the students. More detailed analysis of the students feedback suggested that the interface was not as user-friendly as it could be, which might have affected the students' performance. During the second year of on-line assessment the interface was changed to present one question at a time. Student performance improved dramatically, and the acceptability also increased. These results suggested that a naive introduction of online assessment may disadvantage students, unless care is taken with the student-assessment interface. The design of distance learning course materials must represent a significant level of user interface practices as opposed to a course that merely mimics what happens in the traditional classroom. Neal (University of North Carolina, Chapel Hill) wrote in The Chronicle of Higher Education (June 19, 1998): "...We have little empirical evidence to show that using electronic technology actually does improve learning, and teachers have a right to ask if their investment of time and effort in learning how to use the technology will produce significant benefits for their students. Much of the comparative research on teaching with technology focuses on students' reactions ("they liked it"), secondary characteristics ("the program had students working in small groups, so they must have learned something"), or students' mastery of simple factual content. "Instead, we should be asking...: What did the students learn, and how well did they learn it? Did they simply acquire factual information, or did they learn to analyze, synthesize, and exercise critical judgment about the subject matter? Did they learn to write clear, grammatical, logical prose? Did they learn tolerance for other viewpoints and how to defend their own opinions in a rational way? Can they apply what they know to other P ge 938.3 areas of their work and life? Did their learning last beyond the end of the course?" In addition, research studies often point out that students’ attitude about distance learning are generally positive. Associated with this growing demand for distance learning instruction is a recent study conducted with participating two and four year accredited institutions that resulted in a calculated 84% percent of the 4,865 campuses participating with distance learning curriculum (Market Data Retrieval, 2002). This data had increased by 70% from the previous year. Campuses across the nation are involved in distance education as a means to better serve a traditional audience and to expand their enrollments. Distance Education and Life Long Learning Today’s student is confronted with a barrage of new learning material that demonstrate recursive values of learning over short periods of time. A student who successfully completes a course of instruction involving software applications will typically need to acquire additional new learning in as little as 18 months. A distance education student has the ability to “learn” using various resource processes that differ from the traditional lecture method. Ehrmann(1998) stated that a students’ ability to learn the same information through distance learning or at a less cost than regular classroom instruction is not just a singular question. But, rather, “did the student learn something anything that happened in this particular learning environment”? Or, “was the education effective”. This might be an instance where assessment practices need to include questions regarding the ability of distance learning students to acquire skills in independent thinking, information search strategies, and enhanced computer literacy skills. Suggesting that their ability to arrive at solutions without the specific instance of a teacher providing an exact answer at the moment of the question might enhance the ability of a student to arrive at self sought resources. Instructional Design Constructs Distance learning is not merely converting a traditional lecture based course to a set of notes and lecture outlines that are electronically turned by a software program. Face-to-face (F2F) learning has procured a level of preparation required of the instructor as evidenced Page 938.4 through correct principles of pedagogy and curriculum design. While the pedagogy of curriculum design must remain valid and reliable for the discipline, the electronic delivery of mediated learning involves yet other constructs (Cohen, 2003). The USDLA has established State Chapters, in participating states (http://www.usdla.org/html/aboutUs/chapters.htm) , to facilitate the organization, design, and facilitation of distance learning principles. Distance learning support is readily available through other organizations, such as: Online Jo |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://www.calvin.edu/academic/engineering/aseeled/program/abstracts2004/2004-658_Abstract.pdf |
| Alternate Webpage(s) | https://peer.asee.org/a-dynamic-model-for-delivering-distance-learning-curriculum-via-interactive-peripherals.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
