Course Design

Course design for online classes is quite a bit more intensive than regular classroom structure. The introduction of web technology creates a world of complex but useful tools for information transference. There is a learning curve involved for both teachers and students in online distance education. Not only do teachers have to figure out how to design and structure the course but they have to learn the software needed to transfer the information to students. It is the same for students in learning new software and technology for receiving information from instructors. Anderson and Elloumi (2008), discuss how meeting a specific set of criteria is still necessary in order to provide effective online learning just like it is in traditional classroom or lecture hall formats (pp.251-252). Anderson, T. & Elloumi, F.(2008). The development of online courses. In T. Anderson and F. Elloumi, Theory and practice of online learning (2nd Ed.), (pp. 245-263). Retrieved from http://cde.athabascau.ca/online_book/second_edition.html

Synchronous vs. Asynchronous

I think class applications like Blackboard and WebTycho instigate the best learning because there is ability to be parts of an asynchronous group/class while still having some synchronous capabilities such as live chat for group activities. Even without video conferencing they still work very well in learning and teaching as an asynchronous model presents the best model for distance education when learner variables are so diverse. Synchronous programs like WebEx are good for more face to face capabilities especially in tech support applications (like my husband uses at his work), but are not the best for world-wide student participation. Face-to-face applications are good if instant response and interaction is necessary but if that aspect isn't required then asynchronous learning works just fine. With student's living all over the world in various time zones and with various family situations, work situations, and other life issues, asynchronous allows the most flexibility for the student.

Web 2.0 Technology

It is quite surprising at all the Web 2.0 technology that can be used for education. Most surprising was the use of multi-player social applications. I found I didn't like Second Life all that much so not sure how college would work well in that format. Twitter probably isn't the best teaching tool but it's great for announcements and other short note information that faculty or students want to convey to other students. MySpace and Facebook might be good choices as learning tools depending on the structure of the lessons or how the instructor utilizes applications and wall posts within the sites. Blogs are useful in conveying information in journal format and allowing comments from others for a discussion based application. I'm a user of Kindle e-books already so I'm all for using digital books in the learning process. Makes learning a bit more mobile. I didn't find Wiki type applications fun or useful for me. They are a bit confusing and takes a bit to learn how to use it. It isn't very user-friendly. But from a teaching/learning standpoint they are useful for classmate discussion and teacher commenting perhaps. It also seems like you can file share but I haven't used that function in our Wiki project so that aspect isn't clear to me yet.

Holmberg's View of Distance Education

Holmberg (2005) , discusses how distance education involves both "one-way and two-way interaction" where "pre-produced learning materials" are sent to students, but in return students are still able to interact with the "supporting organization" (p. 9). DE has come a long way since this early "correspondence study" format. Distance ed has moved from paper and transport format to media such as audio/video capabilities to Internet and online learning. The Internet has made the biggest boom in the distance education industry. DE universities are cropping up everywhere now. UMUC has been one of the early risers and uses media enriched two-way communicative learning modules under WebTycho. Holmberg, B. (2005). Concepts and terminology – Student bodies. In B. Holmberg, The evolution, principles, and practice of distance education, (pp. 9-11). Retrieved from http://www.box.com/shared/y97qyc7m0t

Reflection 1 - Blogs and DE

I find it fascinating that Professor Gila Kurtz has done extensive research on the ability of blogs to contain critical thought processes of the student posting on the blog. I never thought of myself as a critical thinker so it will be interesting to see if I can pull off some critical thoughts on my blog. The history of distance education for most people starts about 100 years ago with the invention of the postal service and/or railway systems, but in my opinion as is the opinion of Otto Peters, that such education was in use in at least the times of the apostles. I go even farther back and include cave drawings from early humanoids who left such drawings for us to 'learn' about in modern times. In this regards, distance education transcends time with long gone people teaching modern students. This is why I believe distance education has been and still is evolving but also includes as Otto Peters discusses, revolutionary aspects that shoved it in specific directions at various times along the evolution. Peters, O. (2004). Growing importance of distance education in the world. In O. Peters, Distance education in transition: new trends and challenges (4th Ed.), (pp. 13-14). Retrieved from http://www.box.com/shared/5x3tpynqqf