Effective Pedagogy for Distance and Distributed Education LB

Effective Pedagogy for Distance and Distributed Education LB Berg, Ph. D College of William & Mary

Issues • Hybrids • Student Conditioning - http: //www. distanceeducator. com/knb/virtualhs. html • Differentiated Instruction • Standards • Training Instructors • Technologies • Current Pedagogies • Asynchronous vs. Synchronous • Stand alone vs. component

Resouces • • The American Center for the Study of Distance Education – – http: //www. ed. psu. edu/ACSDE/ http: //www. ajde. com/contents. htm New content delivery mechanisms – – – http: //celt. ust. hk/ideas/prs/ http: //office. microsoft. com/downloads/2002/producer. aspx http: //www. microsoft. com/office/powerpoint/producer/ http: //www. backflip. com/members/lbberg Online Communities – http: //www. aquariumpros. com/ubbcgi/ultimatebb. cgi Online Conferences – http: //www. researchchannel. org/ Linked resources – http: //www. pt 3. org/resources/browse. php Video on Demand – http: //www. unitedstreaming. com NEA resources – http: //www. nea. org/he/abouthe/distance. html

Statistics • A growing number of campus respondents identify course management systems (CMS) as "very important" in their institutional IT planning (scale score 5. 8, compared to 5. 5 in 2000; scale: 1=not important/7=very important). The survey data indicate that roughly three-fourths (73. 2 percent) of the institutions participating in the 2001 survey have already established a "single product" standard for course management software, up from 57. 8 percent in 2000.

Statistics • The 2001 data also reveal that the approximately one-fifth (20. 6 percent) of all college courses now use course management tools, up from 14. 7 percent in 2000. • The 2001 survey data indicate that proportion of students who own computers is rising, up to almost of threefourths (71. 5 percent) of all students in 2001, compared to 58. 6 percent in 2000. • The annual Campus Computing Survey, now in its 12 th year, is based on data provided by campus officials, typically the senior technology officer (CIO/CTO, vice president for information technology, etc. ) at 590 two- and four-year public and private colleges and universities across the United States

Dewfinitions • "Distance education is planned learning that normally occurs in a different place from teaching and as a result it requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special techniques of course design, and other technology, as well as special organizational and administrative arrangements. " (p. 2). • Link of Interest: http: //www. unioldenburg. de/zef/cde/found/w 7 essays. htm • SOURCE: Moore, M G. , & Kearsley, G. (1996). Distance education : A systems view. Belmont, CA: Wadsworth.

Dewfinitions • • Keegan (1990) defined distance education in terms of Separation of teacher and learner Use of Media Provision of two-way communication, and Influence of an educational system An industrial base operation SOURCE: Keegan D (1990) Open learning: concepts and costs, successes and failures. In Atkinson R and Mc. Beath C (eds) Open learning and new technology. Perth: ASET/Murdoch University, 230 -243.

Dewfinitions • The term distance education covers the various forms of study at all levels which are not under continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning guidance and tuition of a tutorial organization. • SOURCE: Holmberg, B. 1989 Theory and practice of distance education. Routledge. London. Dr. Börje Holmberg

Sources: U. S. Department of Education, National Center for Education Statistics, Postsecondary Education Quick Information System, Survey on Distance Education Courses Offered by Higher Education Institutions, 1995, and Survey on Distance Education at Postsecondary Education Institutions, 1998 -1999.

Statistics • Roughly half (50. 6 percent) of the institutions in the 2001 survey report that they have functioning wireless LANs, compared to 29. 6 percent in 2000. Another tenth (10. 8 percent) report that wireless LANS will become functional this year. Just 6. 2 percent of the survey respondents indicate that fullcampus wireless networks are up and running at their institutions as of fall 2001, compared to 3. 8 percent in 2000; an equal number (6. 6 percent) report that their campuses will be fully wireless during the coming academic year (vs. 3. 8 percent in 2000). Across all sectors, the 2001 data suggest that wireless services cover about a tenth (10. 9 percent) of the physical campus at those institutions reporting wireless networks

Statistics • As in the past five years, survey respondents across all sectors of higher education identify "assisting faculty integrate technology into instruction" as the single most important IT issue confronting their campuses "over the next two or three years. " Roughly a third (31. 5 percent) of the 2001 survey respondents tag instructional integration as the key IT issue for their institutions in the coming years

Statistics • In academic year 1994 -95, an estimated 25, 730 distance education courses with different catalog numbers were offered by higher education institutions (table 2). Public 4 -year institutions offered 45 percent of the distance education courses, public 2 -year institutions offered 39 percent, and private 4 -year institutions offered 16 percent of the distance education courses in 1994 -95. About half of the institutions that offered distance education courses in fall 1995 offered 10 or fewer such courses in academic year 1994 -95, with 24 percent offering 1 to 4 courses and 21 percent offering 5 to 10 courses (figure 2). About a quarter of the institutions offered more than 25 distance education courses.

SOURCE: U. S. Department of Education, NCES. National Postsecondary Student Aid Study (NPSAS: 2000).

• http: //www. nces. ed. gov/programs/coe/2002/s ection 5/tables/t 38_1. asp • These 2 -year and 4 -year postsecondary institutions had an estimated 1, 661, 100 enrollments in all distance education courses in 1997– 98

DFefinitions • According to a 1999 National Center for Education Statistics report entitled Distance Education at Postsecondary Education Institutions: 1997 -98, distance education refers to education or training courses delivered to remote (off-campus) location(s) via audio, video (live or prerecorded), or computer technologies, including both synchronous and asynchronous instruction.

Distance audience • Every course • Residential students

Resouces • 3 d periodic table – http: //www. parallelgraphics. com/showroom/soluti ons/distance-training/mendeleev • Lipsync – http: //www. lipsinc. com/index. php? talker. Change=1 • International Center for Distance Education – http: //www-icdl. open. ac. uk/ – http: //wwwicdl. open. ac. uk/lit 2 k/Lit. Result. ihtml? &id=18914

Models • • Talking Head Video Conferencing Hybrids Asynchronous Simulation Xerox Military NSDC

Myths of Distance Ed • Learners adapt to the online environment – Online classrooms aren't conducive to group interaction and activities – The Telephone • The instructor has to know how to do everything • Time requirements for teachers are higher in an online environment • The number of learners in online classrooms can be unlimited • Technology will always work • The course will market itself; post it on the web and they will come – use students who have graduated or attended • Learners will always understand your intended expectations for them from your clearly written syllabus

• Nando. net. reported in 1997, 390 U. S. universities told Peterson's they had classes online. This year [1999], the number increased to 798 schools an increase of 408 universities.