Questions for Reflection for Current Trends Review your group’s (r)evolutionary grid. What are your thoughts about the grid as a learning tool and the process used to create the grid? A walk through the grid as used in teaching about distance education provides the learners with a true picture of how distance education has evolved over time to become the novelty that it currently is. I believe the grid is the best tool that brings to life the transformation that has happened in distance education. From 1890 when the ideology of distance education was conceived and implement at the University of Queensland in Australia along with other formats of distance education, the grid provides an amazing chronology of events that have transformed the history of distance education. The establishment and use of the email in the rural areas as well as the history of the establishment of correspondence courses were fascinating aspects in the history of distance education that increased my appreciation of education and why people should go to every length to acquire it. The concept of social change that increased people’s desire to acquire knowledge through education spurred the rise of distance education as a form of gaining knowledge. Open universities that were established across the world was ingenious in my view because these learning institutions enabled individuals from across the economic divide access education opportunities post high school level. The theories of distance education as discussed in the (r)evolutionary grid were equally fascinating as they opened my understanding of distance education into a new paradigm that paid attention to theoretical approaches. Constructivist, connectivist, transactional distance, industrialization and equivalency theory all contributed to my guided definition of distance education. The various authors whose work I read also made a huge impact on my reading and understanding of the course content. Overall, the process of developing the grid as a learning tool was exceptionally fulfilling. Group work provided a pool of information from different perspectives of distance education in an efficient and stress-free manner. With every group member exhibiting a sense of self-direction and working towards a common goal, it was easy for the group to work harmoniously resulting into exemplary outcomes for each level of the grid. Go back to your original definition of DE. What aspects of the course have influenced your understanding of DE? Based on what you have learned in the course, revise your original definition accordingly---and explain why you have changed (or not changed) your definition in the way you have. Originally, I had defined distance education as “a form of education that exhibits spatial separation between the teacher and the students and in which technology is used to link the student and the teacher.” While getting more information on the theories in distance education and reading the various articles provided for the course, I amassed more knowledge on the subject matter. Through the new knowledge, I have become aware of the novel trends in distance education and the numerous technologies that have effectively been utilized in distance education making online learning an exceptionally rewarding experience for learners. Consequently, I would revise my definition of distance education to encompass the role played by technologies as these have been found to be central to the success or failure of distance education. In fact, thanks to the readings for this assignment, it is evident that distance education with the help of the modern-day technologies is greatly influencing the way in which traditional forms of education are being conducted. It is noteworthy that I have had fun learning more about how instrumental social media is in the success of distance learning as it is traditionally regarded as a place to pass time. This revelation enabled me to connect with my peers and share my experiences in an unrestricted way knowing that those reading about them are going through the same challenges and experiences as I am. Consider the overall course objectives (see the Course Syllabus). Were all or most of these objectives achieved? If so, in what ways and to what degree? In my experience with learning this module, all the course objectives were effectively achieved. I have not only learnt about the evolution of distance education but also the theoretical explanations of distance education and the various characteristics of distance education. As a result, I feel all the objectives of this course have been met through the various course readings and discussions as well as the various assignments given and the skill building exercises done. Take some time to reflect on your study group experience: What did you think about the experience of working together to create a collaborative document? What worked? What did not? What could your group have improved in order to realize a more smooth process? What do you see as benefits (or drawbacks) of online collaboration? How do you think the activity could be improved? The study group collaborative experience was very enlightening. The way in which information for each wave of the distance education levels was collected from each member was exceptionally good. The decision to have the reading assignments divided among group members so that each author’s definition of distance learning could be made available to each group member ensured that the members’ appreciate each other’s understanding of the subject matter. Social media was very central to our collaboration as we used different platforms such as Google Hangouts and Skype to keep in touch with each other. This gave me an opportunity to make use other technologies away from UMUCLEO system to interact with my group mates. In using Hangout and Skype alternatingly, I was able to find out the striking similarities between the two platforms as they are both able to teleconference with several members online. The group project assignments were totally worth it in as much as it got bumpy at times with group members looking to take charge of the easiest sections of the project. However, that is human nature and it is totally acceptable as we often tend to opt for the easiest tasks in life. One thing about my group is the fact that every member was ready to help out regardless of their location. The kind of cohesiveness exhibited by my group members further entrenched the importance of distance education to the establishment of social change in societies. With our discussions often starting from class work and sometimes going into personal life, my group provided me with an avenue through which I could freely interact with peers sharing knowledge and experiences. If given an opportunity, I would choose the same group and the same way of working as it was perfect in my estimation with nothing worth changing.
Questions for Reflection for Wave 3 Did you experience any “a-ha!” moments during this wave? Tell us more about them and what specifically made them “a-ha!” moments. During my reading of these material on internet/web-based communication, I experienced several “a-ha!” moments. Significantly, the collaborative construction of new knowledge in the form of a group of learners as fronted by Garrison (2009) as a basic approach to online learning presented an “a-ha!” moment with regards to the significance given to the formation of learning groups among distance education students. This approach to distance education has largely been influenced by the advancement in information and communication technology which has revolutionized the way in which individuals interact. Now, the teacher has several options from which they can choose the best media through which they can engage students and foster a sense of community which is essential for group learning. Secondly, while discussing the characteristics of andragogy and why it is supportive of distance education, Peters (2010) talks of self-directedness and self-determination as characteristics of adult learners and how online learning supports these characteristics. His arguments in this regard presents an “a-ha!” moment as I have never imagined that online learning has anything with an individual’s sense of self-control and determination. Before reading this text, all I imagined is that the only thing that led to one’s enrollment into a distance education course is lack of time. However, Peters (2010) adds self-control and self-determination among the list of the many contributing factors. Go back to your original definition and consider again how it has changed (and if it has). What specific readings, interactions, and/or discussions influenced the change? With all honesty, Otto Peters’ ”Digital Learning Environments: New Possibilities and Opportunities” has impacted my definition of distance education by shifting my focus from the student and the teacher and how they interact to ensure the effectiveness of distance education to the role of technology in the teacher-student, student-student and student-content dealings and interactions while acquiring knowledge in the distance education setting. In as much as the personal attributes of the teacher and the students are important, the role played by technology cannot be downplayed in the process of mastering the course content. Think of a real-world situation, perhaps your current work environment, where you could apply something that you have learned in this module. Describe this situation in your journal. There are a lot of lessons that I have learnt in this module that are relevant to my current work and also to my life as a student. These lessons include the importance of group collaborations, the use of technology in making work easier and the importance of self-control and self-determination. Starting with the importance of group collaborations, I can apply this both in my work life and my life as a student as many projects at work require the input of different people I order to succeed. Just in the same way Garrison (2009) identifies the collaborative construction of new knowledge as an approach to successful administration of distance education. These group collaborations can be achieved through teleconferencing, emails and other channels of communication. With respect to the application of technology at work and as a student, it is imperative to note that with the level of technological advancement being witnessed today, it is becoming impossible for people to effectively function without the aid of technology. Therefore, I can apply this knowledge in my line of work by making effective use of technology to improve my efficiency at work as well as perform as per expectations as a distance education student through connecting with fellow students and teachers whenever I am needed to and wherever they are with ease. However, the importance of self-control in ensuring that the collaborative works are done on time and that there is efficient utilization of technology at work and as a student is imperative. This is often coupled with self-determination and motivating factors when talking about andragogy. These are the lessons I have learnt and can effectively apply in life. References List Garrison, D. R. (2009). Communities of inquiry in online learning. In Encyclopedia of Distance Learning, Second Edition (pp. 352-355). IGI Global. Peters, O. (2010). Digital learning environments: New possibilities and opportunities. The International Review of Research in Open and Distributed Learning, 1(1).
Questions for Reflection for Wave 2 Review your group's (r) evolutionary grid. What aspects of Wave 2 did you find to be the most interesting? Why? What was the least interesting? My Group’s Wave 2 grid provided me with a lot of insights after reviewing it with respect to the development of distance education. Technology emerged as the most interesting force that dominated the extensive context that spearheaded the advancement of distance education among other notable forces such as research, the need for social change and student needs. Cleveland-Innes and Garrison (2010) introduces a new aspect of what actually drove the development of distance education by discussion the contribution of social change to distance education. Their assertion that efforts to make the society better for the people living in it through the concept of social change played a key role in the development of distance education due to the increased need to make education available for all higher education individuals who had low income via the Open University Movement was very interesting in my view (Cleveland-Innes & Garrison, 2010). Apart from the social change concept as a driver of the development of distance education, Wave 2 Grip also introduced me to the concept of predominant technologies which I found to be very interesting. It came as a revelation that radio and television were as important in the provision of distance education by universities. In fact, China Radio and Television University presented a unique aspect of the use of radio and television as a central technological source in the provision of distance education to students (China Radio, 2012). While this two were the most interesting points of Wave 2 Assignment, the incessant need for institutional and organizational development for distance education was not as interesting because there was nothing new this point presented to me. The fact that the course content development team is central to the success of online courses, the concept of institutional and organizational development has been around for quite some time and therefore it is no longer considered as interesting. What were your "a-ha!" moments during this wave? What incited these moments and how did they influence your understanding of DE? Wave 2 Assignment presented a number of “a-ha” moments but I will dwell on a moment that had the greatest impact on my understanding of distance education. Just to provide a little background, I have never understood distance education from a theoretical viewpoint since I always throughout that what distance education needs is a dedicated student, good internet connection and a course instructor ready to assess the student. In fact, sometime I thought distance education students were assessed by computer programs and not humans. However, when I came to realize that a teacher has a much role as the student in the development of distance education; and that there are several theories and methodologies that illustrate these roles candidly, it was a moment of revelation! Theories such as the American theory of independent study and the theory of industrialization of teaching (Simonson, et al., 1999); and the equivalence theory (Moore & Kearsley, 2012) all present the role of the student, teacher and technologies in the development of distance education. After what you have read, learned, or experienced in studying this second wave, how might you revise your original definition of DE? What specific readings/experiences have influenced your understanding of DE? Initially, I defined distance education as a form of education that exhibits spatial separation between the teacher and the students and in which technology is used to link the student and the teacher. During my first wave assignment, my definition changed to incorporate the use of social media to link the students taking the same course into a community and the application of advanced information technology and communication equipment in the production of quality audio and video course content materials. Wave 1 and 2 have therefore played a critical role in refining my definition of distance education by adding important components that have come with technological advancements. Thanks to Cleveland-Innes and Garrison’s “An Introduction to Distance Education: Understanding Teaching and Learning in a New Era” and Peter’s “Distance Education in Transition: Developments and Issues”, my definition of distance learning has changed to a “a form of education in which there is a separation in space and time between the teacher and the student and in which the teacher keeps in touch with the student through telephone, teleconferencing and email while sharing high quality course material either in audio, print or video format and the students develop a sense of community through social media platforms such as Facebook, Whatsapp and Twitter.” Moor and Kearsley’s “Distance Education: A Systems View of Online Learning” was equally an instrumental reading. Consider the expert video from Tony Bates. What left a lasting impression on you? Tell us about your impression and how it affected your views about DE. Tony Bates’ expert video on distance education left a lasting impression on my view of distance education. When he starts off his presentation in the video, one is not sure of what distance education is all about and he has a way in which he holds the viewer’s mind hostage in that by the time he is done, one is sure of what distance education is and why they need to pursue it. It was pleasing to hear him point out that the essence of distance learning was to give students all the advantages of the traditional form of education. This yearning made the UK Open University to allocate enough time for learners to researched materials as opposed to the prevalent teaching system among other distance education providers. Go back to the course objectives listed in the Syllabus. Do you feel the objectives are being fulfilled and if so, how and to what degree? Are there objectives that are not being met? If so, which ones? I can affirm that the objectives of the syllabus are being fulfilled through this course way beyond the average requirement. First, there are sufficient student to student interactions as well as student-teacher engagements through the wave assignments and conference areas. The video presentations and visiting scholars are also contributing the fulfillment of syllabus requirements. Higher learning cannot be complete without providing room for research and writing of assignments since this enables the students to gather scholarly material and information on different topics relevant to the study. The e-portfolios enable us keep track of what we are learning in the course.
References List China Central Radio and TV University to the Open University of China (2012).China Education Daily, Retrieved from, http://en.crtvu.edu.cn/news/events/653-from-ccrtvu-to-ouc Garrison, D.R. & Cleveland-Innes, M.F. (2010). An introduction to distance education: Understanding teaching and learning in a new era. New York and London: Routledge. Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning. USA: Wadsworth-Cengage Learning. Peters, O. (2010). Distance education in transition: Developments and issues (5th ed). Oldenburg: Bibliotheks- und Informationssystems der Universitat Oldenburg. Simonson, M., Schlosser, C., & Hanson, D. (1999). Theory and distance education. A new discussion. The American Journal of Distance Education, 13(1), 60-75. Retrieved from, http://www.c3l.uni- oldenburg.de/cde/found/simons99.htm