OMDE 601 (Foundations of Distance Education and E-Learning - reflections
During the OMDE 601- course I had time to reflect on a number of issues - definitions of distance education, historical developments, theoretical approaches, pedagogical models etc. My entries are purely based on my subjective (and limited) understanding and how I experienced the course.
My initial definition of distance education (Attempt 1)
Distance education is a form of education where the processes and products of teaching and learning are characterised by physical and pedagogical distance. Different role players are involved in educational processes and in the creation of products – academics, instructional designers, support staff, students and administrative personnel. These role players communicate with each other by means of technological aids and physical or direct contact among them is limited. Synergy and productive collaboration between these role players are necessary in order for distance education initiatives to be successful. Distance education requires a great deal of self-reliance, self-discipline and responsibility from those involved.
How did my understanding of distance education change after the first two weeks of the OMDE 601 (Foundations of Distance Education and E-Learning) class?
I did realize that there is a clear historical dimension to understanding distance education. One cannot fully understand the current goals and dynamics of distance education without having insight into historical contexts. One must view distance education as a series of evolutionary but also revolutionary processes (Peters, 2010a).
I also realized that distance education cannot be viewed in isolation. It must be viewed within certain technological, social and economic contexts pertinent to a given period.
It also became clear that it is quite difficult (or even impossible) to formulate a definitive definition of what distance education is. There are many ways of defining the concept and leading theorists are not necessarily always in agreement. I never realized that distance education already acquired such a contrasting theoretical basis.
View of myself as a learner/online learner
I view myself to be a learner who is fond of incorporating different learning styles and methods – analytical, intuitive, holistic and reflective. I am a very individualistic learner and do not like group work that much, although I enjoy taking part in group discussions in an online environment.
I also need to absorb new information gradually. I need to think about what I read and need enough time to ponder and reflect. I do not like to be hastened and pressurized too much. Therefore, I sometimes find fast paced learning a little frustrating.
I do not have that much experience as an online learner. I was only introduced to online learning about a month ago (May 2012) when I started with my first module at UMUC – OMDE 601 (Foundations of Distance Education and E-Learning). I was quite resistant, cynical and even scared in the beginning but after a few weeks I felt more confident, although I still find it a little overwhelming. I am definitely suffering from “information overload” but also acquired a number of practical skills in a relatively short period of time – how to contribute to a wiki, how to set up an e-portfolio and how to create a mind map using software. To be an effective online learner I need to be multi-skilled and be able to do multitasking.
After a few weeks…
My initial definition of distance education definitely evolved further as the first few weeks went by. I think it is important to include the historical dimension of DE in my initial definition – to indicate that most of the role players I mention were also to a more or lesser extent involved in the early development of distance education.
I also think I focus too much on the independent nature of distance education in my initial definition. Distance education also involves aspects like collaboration and an empathetic attitude.
Perhaps it is also relevant to mention that “distance education” is a broad concept which may take on many forms (permutations) – print based (with online technology as an add-on), online learning, a combination between distant learning and more traditional face-to-face interactions etc.
A process of evolution…
As I read more about distance education I gained further insight in viewing it as a form of education that did not evolve to directly or primarily compete with face-to-face communication. Its primary goal was to offer those excluded from education an opportunity to further their studies. Therefore, distance education grew because of changing social and educational needs. This aspect also highlights one of the fundamental objectives of distance education (especially in developing coiuntries) - to provide educational opportunities to socially disadvantaged groups.
It is interesting that a lot of traditional residential universities are currently moving more and more in the direction of offering courses from a distance. It seems like the experiences and expertise of distance educators are something academics in more traditional settings took note of.
The work of early DE scholars
According to Peters (2010a) the emergence of distance education led to an important shift in the way people envisaged education. He calls this “a radical conceptual breach of traditional learning and teaching” (p. 45).
This is perhaps the greatest contribution of early DE scholars – they demonstrated that other forms of teaching are indeed possible or even advisable. Today we still see other ways of teaching and learning emerging and it is important to constantly rethink and revise our methods, infrastructure and educational goals.
In this regard DE scholars laid the basis for current and future developments. They especially made groundbreaking contributions with regard to implementing certain methods in practice. Holmberg (2005) provides quite a comprehensive overview of the pioneering work done in this regard by William Harper (1886) and H.S. Hermod (1901). Some of their correspondence methods are still effectively used today. At Unisa, for example we still use well-established correspondence methods like tutorial letters, study guides and printed examination papers.
What was interesting to me is that early DE scholars were willing to take risks, they did not resist innovation. I suppose they did this amidst severe criticism. Their dedication and firm beliefs were a contributing factor to the revolutionary impact they made on education. I think current DE practitioners can learn something from this. Often we are scared of and resistant to change causing us to become set in our ways.
Nothing new under the sun…
Studying the early development of DE made me realize that we are actually in a most fortunate position to solve or address many of the problems associated with distance education, because we have technology tools on our side which make fast and interconnected communication possible.
But distance education remains a lonely and challenging endeavor. I am skeptical that technology will be able to change the depersonalized nature of distance education – in an ironic way it brings people closer but also let them drift further apart. Distance education is not for the faint hearted – this was true during the first wave of DE and is even more applicable today.
Learning collaboratively
I had quite bad experiences with working collaboratively in group situations. I am an individualistic learner who prefers doing things according to my own pace and standards. I always felt that within a group context one never gets anywhere and that nobody wants to assume a leadership role. Without leadership, discipline and a fair division of tasks group work can become a tiresome and frustrating experience. Group work within an online environment can even be more problematic, because of the lack of physical proximity. Group members can more easily decide to ignore your emails than to ignore you during a face-to-face class.
Perhaps I am just a little prejudiced but I am not fond of group work, although it can be a good way to gain different perspectives. There is also an important social and interpersonal dimension to group work. It can be effective but then everybody must be willing to take things seriously.
I also like to choose my own group members. I do not like to be “forced” to work with people if I don't want to.
Creating a grid
To create a grid indicating the different waves of distance education development is a good way to summarize the most important theories, methodological ideas and contextual factors characterizing each stage. It helps me to see that distance education has a clear historical dimension attached to it. It also makes it clear that different stages or waves cannot be viewed as neatly fixed compartments with a clear beginning or end. The process is continuous and fluid – the end of a given period does not mean that the insights or methods associated with that period are no longer relevant to our current understanding.
The grid also makes it clear that the evolution of distance education is strongly influenced by technological, social and economical factors.
Most interesting aspects of the second wave of distance education
The most interesting aspect of the second wave was the strong influence of technology – radio, television, audio conferencing and videoconferencing. For the first time, technology started to make an impact on the way teaching and learning took place in distant education. However, it didn’t mean that everything went smoothly or that “new” technology replaced printed material.
As Shale (2010) observes in relation to the use of radio and television: “However, at this time there were many complications (and costs) in using radio and television as a primary vehicle of instruction and relatively few universities (whether distance or campus based) tried to go down this route. Most continued to rely on a print-based learning package. If radio and television was used, it was primarily supplementary to the course package” (p.97).
It is also interesting that technology continuously developed during the second wave – each time improving
on a previous innovation. It is also clear that we are to a large extent still part of the second wave regarding technology and that printed course material still dominates (at least at UNISA). Even taking a course at an open virtual university like UMUC requires the use of printed materials – I actually need to print and file prescribed articles, course summaries and conference postings. I still have printed textbooks. More advanced technology does not necessarily mean a paperless society.
I did not find any aspect of the second wave uninteresting. There is just some theoretical concepts I still battle with - the most important being the concept of transactional distance. I don't think I understand the comcept that well. Perhaps I need to revise this specific part of the work once again or ask the teaching assistant for a simpler explanation.
My “a-ha” moments relating to the second wave…
One such moment was studying the systems approach to distance education and realising that I am also part of
a system. It is empowering to know that my small contribution do make a difference within the larger scheme of things. Sometimes I underestimate my own contribution as a small element in the universe of distance education.
I often get so caught up in my own daily operational tasks that I forget about the bigger picture. Studying the systems approach to distance education reminded me that distance education is a system consisting of different subsystems and that it is the combined and collaborative efforts that determine the success of distance education institutions.
The systems aprroach offers a generic way of understanding the complexity of distance education. Obviously, systems will differ but there are generic elements that will always be present.
I also realised that there is a direct link between the systems approach and viewing distance education as an industrialized form of education - within both approaches one has to do with specialization, division of labour and a concentration of resources (Peters, 2010b).
A revised definition (attempt 2)
After studying the second wave of distance education I decided to revise my initial definition accordingly (revisions are underlined):
Distance education is an evolving form of education described by different yet overlapping developmental stages by where the processes and products of teaching and learning are characterised by physical and pedagogical distance. Different role players operate in a system divided into subsystems, are involved in educational processes and in the creation of products – academics, instructional designers, support staff, students and administrative personnel. These role players communicate with each other by means of technological aids and physical or direct contact among them is limited. Synergy and productive collaboration between these role players are necessary in order for distance education initiatives to be successful. Distance education requires a team approach together with a great deal of self-reliance, self-discipline and responsibility from everyone involved.
First impressions do last…
I like to share my impressions on the viewpoints of Tony Bates – one of the pioneers in establishing the Open University in the United Kingdom.
Firstly, I was impressed with how quickly and efficiently the Open University grew from very humble beginnings. Bates (2011) himself says: “I had the Vice-Chancellor, the Chief Administrator, a couple of Deans, some secretaries, another researcher like myself, and I knew absolutely nothing about open and distance learning when I came here.”
This certainly demonstrates what can be done – where there's a will there's a way. You not need to “know it all” to make a success of distance education. One just need to have a lot of general skills up one sleeve (something Bates also refers to) – designing, writing, planning, research etc. One also needs to have a problem solving attitude. As distance educators we are faced with numerous problems and student enquiries each day. We need to realise that for every problem there is a possible solution.
I also realized the importance of government support. The British government supported the Open University from the beginning and partnerships with the BBC also contributed to the success of the Open University. No distance education institution is an island but need to form partnerships with outside stakeholders – business, the government, NGO’s etc.
Related to this issue is that team work and group effort is an extremely important attribute of distance education.
The comments made by Bates (2011) also provided me with a better understanding of the importance of high quality course material and student support initiatives. These two factors have a direct influence on student success rates.
Reflection on the initial course objectives
I do think that all the course objectives are being fulfilled but studying at an open virtual university has been an overwhelming yet creative experience for me. Within a short time I have learned practical skills I never had – creating and maintaining an
e-portfolio, registering for Twitter, contributing to a class wiki, taking part in online conference discussions, participating in a virtual study group and using software to create a mind map. These practical skills are extremely valuable because I can use these skills when designing future courses for my students and assisting my colleagues who did not have the opportunity to do the certificate course in distance education technology at UMUC.
Furthermore, I feel that the course designers really found a good balance between broadening my theoretical knowledge and at the same time refining important practical skills. I do enjoy the skill builders very much mainly because I like “doing” things – to create something from scratch and see how my creation develops (especially regarding the e-portfolio I needed to create).
The course provides me with an excellent insight into the historical development of distance education from its early days until recently. I think it is important for any distance education scholar to understand the broader developmental context of the subject. This is effectively done via prescribed reading material, visiting experts and conference participation. Developing an evolutionary grid for distance education (as an on-going group project) really helps to “force” me to think about each developmental stage carefully and to read the prescribed material attentively.
My only challenge has been the fact that the course is extremely fast paced. I sometimes feel that I am not allowed enough time to gradually get acquainted with the weekly topics. I feel that everything is a little hastened. I would have like the course to be longer in order for me to process all the information more carefully. One really need to keep up in this course and must spend at least a few hours per day completing required tasks.
On the other hand there has been a more positive side to this. The challenging nature of the course forced me to collaborate more with some of my UNISA colleagues also enrolled for the course. We are all facing the same challenges – trying our best to reconcile our studies with our work. In the process, I have made new friends who will hopefully be around for a long time to come. In other words, this course also helped to improve my interpersonal skills and I have found the social dimension of the course very valuable.
The most influential development during the third wave
I consider the rise in digital information technology like the WWW, cell phones, e-mail, computer conferencing to be the most influential development during the third wave. It proves that technology is not static, but constantly evolving and changing making it difficult for mere mortals to keep up.
In this regard, it is both a blessing and a curse. Firstly, a blessing because it challenges the way role players in distance education (at the wider educational context) thinks about their practices. It leads to a more intense focus on the relevance and application of theories like constructivism and connectivism. Anderson & Dron (2011) provides an informative summary of the three generations of distance education It changed the roles of both teachers and students. Teachers become facilitators trying to stimulate discussion and providing students with guidance in constructing knowledge. Students are becoming less dependent on teachers and more autonomous in their learning. The focus is on creating independent artefacts (Anderson & Dron, 2011, p. 92). E-portfolios and learning journals are good examples of these artefacts. In a way technology led to greater sense of equality between teachers and students. It stimulates students to become the authors of their own educational narratives so to speak. Students have greater decision power in deciding how their individual “chapters” will start or end.
Technological development is also a curse in the sense that many teachers and learners think it is an easy “escape route” not to do proper planning. It is seen as a remedy to solve every single problem associated with distance education. I consider technology to be a useful tool in educational contexts but it has many problems of its own – lack of spontaneity, immediate feedback, lack of human interaction etc.
“A-ha!”- moments relating to the third wave
I realized that technology cannot be seen in isolation from pedagogical approaches. The type of technology used must support the specific pedagogical approach. For example, when web conferencing is used within a constructivist approach it must support learners in constructing knowledge via fruitful discussion with their peers and outside experts. The mere fact that technology makes asynchronous discussion possible does not necessarily mean that it will lead to independent construction of knowledge from a student perspective. The use of digital technology still requires careful planning, assertive facilitation and commitment from students and lectures to be part of an ongoing process to be successful.
Revision of original definition (attempt 3)
After studying the third wave of distance education I decided to revise my initial definition accordingly (revisions are underlined):
Distance education is an evolving form of education described by different yet overlapping developmental stages in technology and pedagogy. The processes and products of teaching and learning are primarily characterised by physical and pedagogical distance, although digital technology like online conferences makes integration between synchronous and a-synchronous learning possible. Different role players operate in an integrated system divided into subsystems - academics, instructional designers, support staff, students and administrative personnel. These role players are involved in educational processes and the creation of products. They communicate with each other by means of technological aids and physical or direct contact among them is limited. Synergy and productive collaboration between these role players are necessary in order for distance education initiatives to be successful. Distance education requires a team approach together with a great deal of self-reliance, self-discipline and responsibility from everyone involved. It is important to remember that the nature of distance education can be described and explained by a number of theoretical approaches – industrialization theory, transactional distance, community of inquiry framework etc.
A real-world situation
I do have a few ideas how online learning environments can be used in my subject field – Afrikaans literature. Students of literature can more easily share their different views on specific literary works, make “contact” with authors via conferencing, online interviews etc. Students can also have immediate access to the most recent book reviews. They can also participate in hypertext poetry projects. Online technology is drastically changing the way people are viewing and experiencing literature – think about Kindle for example.
An online learning environment offers the use of multimedia. This can help students to experience literature in more than one way – not just via reading a text and imagination – but via more concrete ways. For example, they can see and hear a poet reciting his/her own poetry, they can more easily find explanations for unfamiliar intertextual references etc.
The (r)evolutionary grid as a learning tool
This group project helped me to keep on track with the historical developments of distance education over the past 100 years. It helped me to conceptualize and to process information relating to the development of distance education. We had a lot of reading material to cover. Updating the grid helped me to structure a lot of information in an easier, more accessible and logical manner. I can see the history of distance education at a glance. It forced me to do revision and to take another look at the prescribed reading material. It also reinforced the fact that distance education has a strong and established theoretical tradition and that a number of pedagogical approaches have been used to explain the nature and practice of distance education.
Going back to my original definition
The course has told me that various developments (educational, social, economical and technological), theories, approaches and people have influenced (and are still influencing) distance education. All of these perspectives must be integrated and viewed holistically – one cannot view distance education fragmentally. A specific theory, pedagogical approach or development tends to influence each other and sometimes resurface in a different form. I do not think that it is possible to claim that a given approach is necessarily better or more valuable than another. Distance education contexts are too diverse to be too prescriptive about specific approaches. Distance education is a series of balancing acts – independence/guidance, innovation/tradition, technology/traditional methods, pedagogy/technology etc. It has to do with offering the best possible solution in a particular context to cater for specific needs. Practitioners of distance education must constantly rethink, adapt and transform their methods and approaches.
Keeping this in mind, I decided to revise my definition once again:
Distance education is an evolving and diverse form of education described by different, overlapping and interdependent developmental stages in technology and pedagogy. It is strongly influenced by educational, social, economical and technological factors in particular contexts. The processes and products of teaching and learning are primarily characterized by physical and pedagogical distance, although digital technology like online conferences makes integration between synchronous and a-synchronous learning possible. Different role players operate in an integrated system divided into subsystems - academics, instructional designers, support staff, students and administrative personnel. These role players are involved in educational processes and the creation of products. They communicate with each other by means of technological aids and physical or direct contact among them is limited. Synergy and productive collaboration between these role players are necessary in order for distance education initiatives to be successful. Distance education requires a team approach together with a great deal of self-reliance, self-discipline and responsibility from everyone involved. It is important to remember that the nature of distance education can be described and explained by a number of theoretical approaches – industrialization theory, transactional distance, community of inquiry framework etc. Distance education entails a series of balancing acts – independence/guidance, innovation/tradition, technology/traditional methods, pedagogy/technology. It requires a great deal of self-reflective thinking from teachers and learners to find the best solutions pertaining to specific problems.
Achieving the course objectives
I think most of the course objectives were achieved especially regarding the learning of new practical skills. It was focused on thinking and doing. It was not only focused on content, but also had a strong meta-cognitive element – working on the grid, maintaining an e-portfolio and taking part in conference discussions all supported reflective thinking.
My study group experience
I did not have a positive study group experience because the other members of my group did not contribute to the (r)evolutionary grid in a committed and consistent manner. I really tried to get them to comment on my efforts but they did not respond at all. I introduced myself and tried to maintain a positive attitude. I really am very frustrated with this situation because without contributions and insights from other group members (working in other fields) one cannot add value to the collaborative document. I DO NOT have all the knowledge and at this stage our grid is largely a one-dimensional affair.
It is difficult enough getting through all the work and to hand in skill builders and assignment on time. Individual group members do not have the time to act as motivators – one needs to be self-motivated to make a success of collaborative efforts.
I encountered exactly the same problems with group work in an online context as I did when I was attending residential university – difficulty in coordinating busy programs, getting EVERYONE to take part, having sufficient time to comment and revise as well as maintaining commitment.
I think we should have laid down some ground rules and a schedule from the onset, but still – the only factor determining the success of group projects is COMMITMENT.
I do realise that working together in study groups in an online/virtual environment is a way to stimulate student-student interaction and supports the construction of knowledge. It is not a bad idea in itself but I do think that the teacher must have a stronger facilitating role in the process by making decisions on how work is to be divided. The detailed comments the lecturer made on draft versions of the grid really helped to improve my understanding, but even after he took all the trouble there was still very little response.
Group projects must also carry a larger weight regarding assessment. Perhaps, this will motivate students to take part in a more consistent manner.
A reflection or two on current trends in distance education
This part was the most exciting of the course because it dealt with the latest technological devices, dynamic collaborative platforms, resource sharing and the increased use of social media in educational contexts. It was also good to know that a number of theories have been applied in order to explain the relationship between technological innovation and current practices in distance education.
Anderson (2010) provides a good overview of the most important net-centric theories ODL-researchers may use (and criticize) to gain a better understanding of the role and function of recent technologies in the way people learn. Anderson (2010) mentions the pedagogy of nearness (Mejias, 2005), heutagogy (Hase & Kenyon, 2007) and connectivism (Siemens, 2005) as the most important theories to consider.
The democratization of learning is an important current trend. Nowadays, it is all about sharing and collaboration –knowledge is no longer in the hands of an exceptional few but in the hands of the masses. This has both a positive and negative side. Positively speaking, educational barriers are broken down via technology that makes it possible for everyone to take part in the creation of knowledge. On the negative side it may lead to an overabundance of superficiality and an increase in
information overload. It is becoming more difficult to distinguish between trustworthy, relevant information/opinion and the mundane. The question is: does everybody’s opinion really count? Does the information on social networks really make a contribution to the scientific understanding of complex issues?
Final reflections on the OMDE 601 course
Wow! What an intense, overwhelming and exciting journey it has been! I really think that the course provided me with the necessary backgound regarding theoretical approaches and historical developments. The course was extremely fast paced and I really had a difficult time to keep up. I had to sacrifice many weekends and evenings to complete all the tasks. I actually wish that the course could be longer to allow more time to process everything. However, the nice thing is that I can go back to my marked assignments and reading material on my time because I have everything on file. I did rigorous housekeeping! I definitely need to review most of the theories again to gain a better understanding. At this stage I do not feel that I understand all the theories that well do be able to take part in high level academic discussions. I am still living on the surface, but at least I am not at the bottom either.
I thorougly enjoyed the practical component of the course which was very well-integrated with the theoretical component. I just hope that I will be able to use the same practical tools in my own teaching because sometimes I feel constrained by institutional barriers... A feeling I absolutely hate.
I also found the lecturer, writing coach and teaching assistant very supportive and friendly, but the lecturer also did not hesitate to guide you in other directions or to voice his views in an honest manner. In other words, I did not feel that I had a lecturer who agrees with everything and everyone. I appreciated the highly critical views of dr. Huelsmann. I just wish that it was possible for me to provide the same support to my students, but unfortunately I do have more than 300 + students to teach per semester which make it difficult to be everyting to everyone. I really hope that the e-tutor system Unisa is implementing will increase support to students in an effective way.
References
Anderson, T. (2010). Theories for learning with emerging technologies. In G. Veletsianos (Ed.), Emerging
technologies in distance education (pp. 23-40). Canada: Athabasca University Press. Retrieved from http://www.aupress.ca/books/120177/ebook/99Z_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf
Anderson, T., & Dron, J. (2011). Three generations of distance education pedagogy. International Review of Research in Online
and Distance Learning(IRRODL), 12(3), 80-97. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/890
Bates, A.W. (2011). The second wave of distance education and history of the Open University United Kingdom [Online video].
Available from http://vimeo.com/32292234
Hase, S. & Kenyon, C. (2000). From andragogy to heatagogy. In Ultibase Articles. Retrieved from: http://www.psy.gla.ac.uk/steve/pr/Heatagogy.html
Holmberg, B. (2005). The evolution, principles, and practices of distance education (pp. 13-36). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from: http://www. box.com/shared/y97qyc7m0t
Peters, O. (2010a). The revolutionary impact of distance education. In O. Peters, Distance education in transition:
Developments and issues (5th edition) (pp. 11-32). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky
Universität Oldenburg. Available from: http://www. box.com/s/ktx7ipccetotgrr11mct
Peters, O. (2010b). The theory of the “most industrialized education”.In O. Peters, Distance education in transition:
Developments and issues (5th edition) (pp. 11-32). Oldenburg, Germany: BIS-Verlag der Carl von Ossietzky Universität Oldenburg. Available from: http://www.box.com/s/ktx7ipccetotqrr11mct
Shale, D. (2010). Beyond boundaries: the evolution of distance education. In Cleveland-Innes, M.F, & Garrison, D.R. (Eds.), An introduction to distance education: Understanding teaching and learning in a new era (pp. 91-107). New York:
Routledge.
Siemens, G. (2005). A learning theory for the digital age. Instructional Technology and Distance Education, 2(1), 3-10. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm