MODULES SUMMARY AND REFLECTION 2 Abstract The following paper summarizes distance education in terms of its historical development, research, asynchronous communication tools, and synchronous communication tools in modules titled two, three, four, and five, respectively. Each module contains two parts. The first part summarizes the module topic and the second part involves a reflection of the information researched in the summary.
MODULES SUMMARY AND REFLECTION 3 Modules Summary and Reflection Module 2 Historical Development There were three main ideas that were the focus of module two. The main ideas for this module were defining distance education, history of distance education and current theories of distance education. Summary Definition. The definition of distance education has undergone numerous revisions. Berg (2014) defines distance education in the Encyclopedia Britannica as the form of education in which the main elements include physical separation of teachers and students during instruction and the use of various technologies to facilitate student-teacher and student-student communication. With the development of technology and how fast technology is advancing, including not only a physical separation but one of time as well would be an additional aspect to include in the current definition (Spodick, 1995). History. Distance education begin in 1840 in England, with secretaries who were taking a correspondence course in shorthand and would correspond via the newly established postal system (Casey, 2008; Schrum, 1991; Simonson, Smaldino, Albright, & Zvacek, 2012). The invention of the radio during the 1920s was the next great advancement in distance education which allowed students from an even greater distance to take part in education (Simonson et al., 2012; Spodick, 1995). When television was made available in everyones homes during the 1030s, this became an even more valuable tool in bringing the classroom to more and more people, however this was one-way communication and they could only be delivered through a live broadcast (Simonson et al., 2012; Spodick, 1995). Microwave and satellite technology allowed for the advancement of distance education once again by reaching more people than had MODULES SUMMARY AND REFLECTION 4 been possible with the media through which distance education was using previously (Simonson et al., 2012; Spodick, 1995). Thus far, the communication was strictly one-way and the type of learning that was taking place was passive (Spodick, 1995). During the 1980s and 1990s, when the development of fiber-optic communication occurred, two-way interaction between teacher and student as well as student and student became possible (Simonson et al., 2012; Spodick, 1995). Later the Internet took over as the main medium through which distance education was accomplished (Spodick, 1995). With the internet and the rate at which technology is evolving, the future of distance education is going to continue to be more easily accessible to anyone who is interested in educating themselves. Theory. While it has been difficult to develop a definition for distance education, it is even more so regarding development of a theory for distance education. Even though distance education has been around since 1840 and its definition was adopted by the Encyclopedia Britannica in 2009, a single working theory is still not agreed upon (Simonson, Schlosser, & Hanson, 1999; Simonson et al., 2012). The need for a theory of distance education is useful in that a working theory will allow educators to and researchers to develop hypotheses and formulate conclusions so that decisions regarding distance education can be confidently made (Simonson et al., 1999; Simonson et al., 2012). Part of the difficulty with coming up with a single theory for distance education is the rapid changing of distance education (Simonson et al., 1999; Simonson et al., 2012). For example, distance education was initially thought of as a separate form of education, but recently the emerging theories are stating that distance education is not a distinct field (Simonson et al., 1999; Simonson et al., 2012). With technology changing as quickly as it is and instruction that occurs at a distance no longer means asynchronous nor lacking the face-to-face component, there MODULES SUMMARY AND REFLECTION 5 are many new components to consider when developing a theory of distance education (Simonson et al., 2012). Reflection I was aware of distance education, but I did not realize that it had been around since the mid 1800s (Simonson et al., 2012). It is amazing how far distance education has come since then. Where it started with one-way, asynchronous communication through the postal system it has developed into a two-way communication form of learning that can be either asynchronous or synchronous (Simonson et al., 2012). I am very impressed with Australia and their efforts to implement distance education on a nation-wide scale beginning in the 1920s, even though it was mandated by the state governments (Reiach, Cassidy, & Averbeck, 2012). While their reasoning behind the implementation was to educate all children, especially in rural areas, as well as to educate teachers, the United States developed distance education courses to cater to students at the university level who were looking to increase their professional skills and knowledge (Reiach et al., 2012). Distance education at the college level in the United States is quite common, but to have that as an option for students in K-12 education is not as well-known. In 2001, only fourteen states had a state level virtual school in place, but by 2004 almost every state had some type of program in place for K-12 students (Rice, 2006). The United States appears to be behind Australia in its ability to education K-12 students through a distance education medium. As long as distance education has been around, it surprises me that it has taken as long as it has to develop a widely accepted definition. I realize that technology is ever-changing, but to develop a definition that will stand the test time does not seem to be an insurmountable feat. In addition, to develop a working theory that will allow researchers to pose valid research questions MODULES SUMMARY AND REFLECTION 6 and draw conclusions will only strengthen the field of distance education (Simonson et al., 2012). I am not sure why the leaders in this field cannot agree upon a much needed theory. My main experience with distance education has been as a learner. I have taken a few distance education courses at various universities, but my main exposure has been in the Global PRiSE (Pragmatic Researcher in Science Education) PhD program through Texas Tech. As a learner, I have been exposed to blogs and discussion boards, Skype and Lync, as well access to the library resources without ever stepping foot in the physical library on campus. This knowledge has allowed me, in my opinion, to be a more versatile teacher. I am aware of some of the tools available for learners, and I am not afraid to try them in my classroom. I teach at a 2- year community college which does offer online courses. While I have not taught an online course, I am absorbing all the information I can so that I can soon include that to the list of skills. Our college uses Moodle as a platform instead of Blackboard. After taking quizzes and tests online through the distance education statistics courses that I took through Texas Tech, I am aware of the possibilities of what is available, so I have been creating assignments for the various classes that I teach. I think that be a distance learner has given me a unique perspective into truly learning how distance education works, instead of just obtaining knowledge about distance education through a face-to-face class. Module 3 - Research Since the development of single theory for distance education is not finalized, there is not an organized list of research topics that would help organize the knowledge in the field (Simonson et al., 2012; Zawacki-Richter, 2009). Summary MODULES SUMMARY AND REFLECTION 7 While there is not a well-organized list of research topics in distance education, there are a few topics that can be agreed by most as basic include student support, instructional design, educational technologies, and interactivity through media (Zawacki-Richter, 2009). While there are differing opinions on where the focus should be on research in distance education, a few similarities in which research areas are most important and they are: theories and models, distance education systems and institutions, economics, learner support services, educational technology, management and organization, instructional design and characteristics of the learner (Holmberg, 1987; Zawacki-Richter, 2009). From 2000 to 2008, 695 journal articles about distance education were reviewed and the areas which were identified to be neglected were innovation and change management along with intercultural aspects of distance learning (Zawacki-Richter, Bcker, & Vogt, 2009). The major issues studied during this time were interaction and communication in learning communities, instructional design and learner characteristics (Zawacki-Richter et al., 2009). Educators who have a desire to improve their skills rely on sound research; therefore, it is necessary that the research that is conducted is valid (Simonson et al., 2012; Zawacki-Richter et al., 2009). Reflection One of the main surprises regarding the important research areas listed in distance education was the lack of agreement that professional development and faculty support should be a major topic (Holmberg, 1987; Zawacki-Richter, 2009; Zawacki-Richter et al., 2009). Professional development for teachers corresponds to increased knowledge and skills of the teacher which in turn results in improved teaching which will ultimately lead to improved student outcomes (Higgins & Harreveld, 2013). Education is in the business of educating students and this cannot be accomplished without quality teachers and professional development MODULES SUMMARY AND REFLECTION 8 opportunities will increase teacher quality so the lack of seeing the need for research in this area is troublesome to me. Zawacki-Richter et al (2009) states that since the theoretical underpinnings in the field of distance education are inadequate, it has resulted in poorly designed research which produces and publishes conclusions that should not be considered valuable. This statement, again, reiterates the need for a sound theoretical basis in this field of study. It is difficult to see how the results can be taken seriously and then used as a premise to make changes within a classroom, district or throughout the entire educational system based on a field which is underdeveloped in terms of a universal definition and methodology. Simonson et al (2012) address three myths related to distance education. Myth one discusses how more interaction results in increased learning, myth two addresses how instructors should be trained in order to effectively teach via distance and myth three states that e-learning is the same as distance education (Simonson et al., 2012). While myth one and three seem to present valid points that I can agree with, I disagree with the overall statement of myth two. Simonson et al (2012) states that it is not necessary for teachers to be trained in how to teach distance learners and that the most important skill for any teacher is content knowledge. I do agree with the fact that content knowledge is important, but we have all had teachers at one point in our lives where a brilliant teacher who knew their content inside and out was teaching us a course. They may have known their content, but they were not effective at teaching others and very little learning took place while frustration was frequently experienced in the course. As an instructor who is on the cusp of beginning to transition into distance education, I feel that while I have the knowledge of the content, I would have been ill-effective as a distance learning instructor had I not had the opportunity to be a distance learner myself. Simonson et al (2012) MODULES SUMMARY AND REFLECTION 9 states that technology is not what allows distance learners to be successful, it is the components of the technology that allow for equal experiences between a distance learner and a face-to-face learner. As an instructor of a distance education course, I feel that without knowing the technology and all the tools that are available to use, that I am doing my students a disservice. The only way, that I feel, that a teacher can be informed of the available tools that technology has to offer is through professional development, especially with the rate at which technology is changing and the multitude of new tools that are made available on a regular basis. Module 4 Asynchronous Communication Tools Asynchronous communication is defined as communication that does not take place at the same time, for example email and social networking sites (Ishtaiwa & Abulibdeh, 2012; Lindsay & Davis, 2013). Summary Whenever there is a time delay between instructor and student or student and student, it is a type of asynchronous communication (Ishtaiwa & Abulibdeh, 2012). Tools used for asynchronous communication include: email, discussion boards, social networks, blogs, wikis, and podcasts and they allow students to learn through problem based learning or project based learning (Ishtaiwa & Abulibdeh, 2012). The benefits of learning through asynchronous communication include flexibility, easily accessible, cost effective and students can work at the their own pace and speed more so than if they were in a synchronous educational environment (Ishtaiwa & Abulibdeh, 2012). Students are able to access the information from anywhere and any time of day as long as Internet and a computer are available and accessible (Simonson et al., 2012). MODULES SUMMARY AND REFLECTION 10 Some limitations of using asynchronous communication as a form of learning is not everyone has access to Internet or a computer, the learner must be somewhat capable of using technology, students must take responsibility for their own learning, and feedback is delayed (Simonson et al., 2012). Email. According to Lindsay and Davis (2013), email is the preferred method of asynchronous communication with adults. Discussion boards. Discussion boards are online bulletin boards that allow people to discuss and debate about a common topic which are often used by higher education such as Moodle and Blackboard and while they may be free to the student, the educational organization does incur a fee. ("Discussion board,"). A free option to a discussion board is Google Groups (Lindsay & Davis, 2013). Wiki. A wiki is a tool that allows users to produce, share and edit collaboratively and are usually free to use ("Learning design and technology," 2014; Simonson et al., 2012) Blog. A blog is a tool that allows the user to reflect the thought of an individual similar to a journal and this can be made private or public and are usually free to use ("Learning design and technology," 2014; Simonson et al., 2012). Social network. A website that allows people to communicate and share information, journals, photos, and likes or dislikes with each other, for example, MySpace and Facebook (Simonson et al., 2012; "Social network," n.d.). Podcast. A music or talk program that is in digital format which can be accessed over the internet which lasts approximately three to ten minutes ("Podcast," 2014; Simonson et al., 2012). Reflection MODULES SUMMARY AND REFLECTION 11 As a distance education student, I have been able to utilize a discussion board through Blackboard. It did take a little time to adjust and learn the technology, it is fairly easy to navigate. The school that I teach uses Moodle as a platform for discussion boards, and even though I have not implements the discussion board feature, it is something that I plan to do with in the next year. We recently did a system conversion and updated Moodle, and I was not ready to learn all of that in addition to how to run a discussion board. According to Levin, He and Robbins (2006), asynchronous communication results in high student engagement and overall responsiveness as well as producing responses that were more task orientated. As a student in a distanced education course, I have found that in an asynchronous learning environment, I can better prepare my response by researching the topic if needed; whereas in a synchronous environment, I must provide information without given the time to formulate a well-thought out response. Module 5 Synchronous Communication Tools Synchronous communication occurs when all people are able to communicate with each other at the same through technology such as text chat, electronic white boards, audio or video conferencing, application sharing and polling (Blankson & Kyei-Blankson, 2008; Levin, Ye, & Robbins, 2006; Lindsay & Davis, 2013). The students are able to respond to each others statements and posts in real time (Blankson & Kyei-Blankson, 2008). Summary Just like there are disadvantages when asynchronous communication takes place, there are also disadvantages with respect to synchronous communication. In a synchronous communication some students are not able to synthesize the discussion at the pace it is occurring and therefore do not benefit from the live discussion as much as they would from an MODULES SUMMARY AND REFLECTION 12 asynchronous format (Blankson & Kyei-Blankson, 2008). Another issue that occurs when students participate in a synchronous discussion is that not everyone participates at an equal level (Blankson & Kyei-Blankson, 2008). Some students are very active and contribute meaningful posts to the discussion, while some students just read what others post, but do not actually contribute to the discussion and yet others contribute minimally to the discussions and are rarely seen online (Blankson & Kyei-Blankson, 2008). A contributing factor for lack of students participating at the level that the instructor expects could be the students inexperience with online activities and not understanding what constitutes a good post (Blankson & Kyei- Blankson, 2008). A positive outcome of synchronous communication is the result of a more academically- focused dialogue due to the increased social interaction (Levin et al., 2006). According to Levin et al (2006), students preferred the synchronous over the asynchronous method of communication when having equal exposure to both partly because they were provided immediate feedback and that it felt more like a real conversation. Reflection One method of synchronous communication that I am familiar with is Skype or Lync, which allows the students to communicate via video in real time. Due to bad weather, poor Internet connection and time of day, I am not one who prefers a synchronous communication form of communication at a distance. When scheduling a synchronous communication between yourself and others in another time zone, much less another country, it becomes more challenging to schedule a meeting that is convenient for both participants. While researching about different types of media in which synchronous communication could take place, I have really enjoyed all the features that Google Hangouts has to offer. It has the potential to video MODULES SUMMARY AND REFLECTION 13 chat, but it can also be asynchronously as well if you just wanted to send a chat message (Haebig & Lawrence, 2013). It has the capability to simultaneously work on a document through the use of Google Docs as well as to screen share (Haebig & Lawrence, 2013). MODULES SUMMARY AND REFLECTION 14 References Blankson, J., & Kyei-Blankson, L. (2008). Nontraditional students' perception of a blended course: Integrating synchronous online discussion and face-to-face instruction. Journal of Interactive Learning Research, 19, 421-438. Casey, D. M. (2008). A journey to legitimacy: The historical development of distance education through technology. TechTrends: Linking Research and Practice to Improve Learning, 52(2), 45-51. Discussion board. Retrieved from http://ualr.edu/blackboard/welcome/how-to/discussions/ Haebig, C., & Lawrence, D. (2013). Hangout with your students using Google. Learning & Leading with Technology, 41(4), 26-28. Higgins, K., & Harreveld, R. E. (2013). Professional development and the university casual academic: integration and support strategies for distance education. Distance Education, 34(2), 189-200. doi: 10.1080/01587919.2013.801759 Holmberg, B. (1987). The development of distance education research. American Journal of Distance Education, 1(3), 16-23. Ishtaiwa, F. F., & Abulibdeh, E. S. (2012). The impact of asynchronous e-learning tools on interaction and learning in a blended course. International Journal of Instructional Media, 39(2), 141-159. Learning design and technology. (2014). Retrieved from http://learndat.tech.msu.edu/forum_types Levin, B. B., Ye, H., & Robbins, H. H. (2006). Comparative analysis of preservice teachers' reflective thinking in synchronous versus asynchronous online case discussions. Journal of Technology & Teacher Education, 14(3), 439-460. MODULES SUMMARY AND REFLECTION 15 Lindsay, J., & Davis, V. (2013). Flattening Classrooms, Engaging Minds: Pearson. . Podcast. (2014) Wikipedia, The Free Encyclopedia. Reiach, S., Cassidy, V., & Averbeck, C. (2012). The evolution of distance education in Australia: Past, present, future. The Quarterly Review of Distance Education, 13(4), 247- 252. Rice, K. L. (2006). A comprehensive look at distance education in the K-12 context. Journal of Research on Technology in Education (International Society for Technology in Education), 38(4), 425-448. Schrum, L. (1991). Distance education: A primer for administrators (Vol. 35): OSSC Bulletin. Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education: A new discussion. American Journal of Distance Education, 13(1), 60-75. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.). Boston, MA: Pearson Education, Inc. Social network. (n.d.). Dictionary.com Unabridged. Retrieved from http://dictionary.reference.com//browse/social_network. Spodick, E. F. (1995). The evolution of distance learning. Paper presented at the Proceeding 1st Asian information meeting, Hong Kong. http://hdl.handle.net/1783.1/1599 Zawacki-Richter, O. (2009). Research areas in distance education: A delphi study. International Review of Research in Open and Distance Learning, 10(3). Zawacki-Richter, O., Bcker, E. M., & Vogt, S. (2009). Review of distance education research (2000 to 2008): Analysis of research areas, methods, and authorship patterns. International Review of Research in Open & Distance Learning, 10(6), 21-50. MODULES SUMMARY AND REFLECTION 16