Category: Distributed and Open Learning

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Module #3 EDCI-569: Distance Educators Go the Distance!

 

WHAT:

Many learners simply do not fit within the confines of the regular brick and mortar or traditional school setting, ergo distance education is an option for such learners. Distance education (DE) itself has been defined as “the practical subset of education that deals with instruction in which distance and time are the criterial attributes; that is, student and teacher (and other students) are separated by distance and/or time,”(Shé Ní, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S., 2019, p.18,). Indeed, distance learning provides the aforementioned learners with choices, experiences, accessibility and equity to those in situations including, but not limited to, living in remote locations, working at part-time jobs, being involved in various extracurricular activities, having few options within the traditional school setting to support one’s interests, or possessing limiting health issues preventing regular school attendance.   Ayse Bagriacik Yilmaz, a research assistant at Turkey’s Aydin Adnan Menderes University wrote an article, which focuses on students’ perceptions regarding both distance education and the classroom setting, whereby, she shares a quote from a distance education student as stating this style of learning is “a golden blessing, a great opportunity and indispensable”(Bagricik Yilmaz, 2018, p. 191). Furthermore, distance education provides options for highly motivated learners to take extra courses outside of their regular timetable, thus enabling them to work ahead. 

Upon reading articles on distance education, working in a district that supports its own distance education school (EBUS Academy), and discussing experiences with colleagues, in our master’s cohort, whom have firsthand experience teaching in a distance education setting, it is clear that regardless of the reason why students complete distance education courses, it is a unique learning experience. However, what is not always made clear or discussed, are the jobs and demands of distance educators themselves. 

SO WHAT:

From the outside looking in, a distance educator’s work may not seem much different than that of a teacher in the traditional classroom setting. Both styles of educators must follow the BC Ministry of Education Guidelines and the Ministry’s Curriculum Outlines, which include completing report cards, supporting learners with different skill-sets and abilities, creating and conferring with IEP’s, planning and delivering lessons accordingly, communicating with parents, and assessing learner progress. Although there may not be classroom management or behavioural issues to deal with at the distance education setting, there are, however, challenges that distance educators endure, that classroom teachers do not face (as noted in our EDCI-569 discussion session on Tuesday, Dec. 17, 2019). Upon reflection of the discussions with colleagues, there were three issues that resonated with me regarding distance educators “help[ing] students attain their educational goals without needing to be regularly on campus” Shé Ní, C.et al. p.08, 2019). These issues include technology obstacles, student numbers, and connection with students.  

First, in terms of usage and knowledge of specific technology, distance educators must be familiar with the plethora of systems available to them to assist in planning multiple disciplinary lessons, successfully carrying out their teaching practices, monitoring student progress, communicating with both students and parents, and, lastly, completing assessments. For example, at E-Bus Academy, the Nechako Lakes’ (District #91) Distance Education School, which has been successfully operating for twenty-five years and enrolls thousands of cross-enrolled students from around BC each year, distance educators employ a variety of technology platforms to deliver courses and engage students. Some of the integrated digital platforms distance educators use include but are not limited to Remix, Moodle, Office-365, Cantaisa, and TeamMS. In addition to these platforms, E-Bus educators recognize that not all of their learners have a variety of technology options on their personal or home computers; therefore, educators have had to make adaptations in their choice of soft-ware usage, and resort to employing Facebook and other social media platforms to ensure students can access their course material, receive feedback, and provide continuous support and communication. Moreover, it is also expected that distance educators make time, within their busy schedule, to train themselves on new digital programs being implemented, as older platforms are either no longer supported or become obsolete, and troubleshoot when technology problems arise, such as when viruses hit or because there is limited technology support at the district level or within the distance education school itself. Although Araz Bozkurt, a researcher for the Anadolu University’s Department of Distance Education, in Turkey, recognizes that distance education is “a constantly evolving and advancing field [whereby, the] benefits from online and offline technologies…provide the most effective working solutions for learners who are separated in time and space from facilitators…[and it’s]…a pragmatic approach to learning,” (Bozkurt, 2019, p. 497), he also identifies the challenges associated with this practice by recognizing in his statement that “[distance education is] multidimensional and multilayered ecology with overlapping and intersecting boundaries with living and nonliving entities [having] significant importance” (Bozkurt, 2019, p. 497). Bozkurt’s statement identifies, in my opinion, how important technology is within the huge realm of distance education, and how its constant changes impact the teaching methods and skills of distance educators; and these challenges are not faced regularly by the classroom teacher or at least to the same extent.   

A second challenge that distance educators face is student headcount or course capacity.  Unlike the traditional classroom setting, where caps or limits are placed on the number of students per class, this is not the same for all distance educators. For example, at E-Bus Academy, it is not uncommon for a teacher, at the high school level, to have well over two hundred students. Furthermore, it should be noted that distance education courses at E-Bus Academy are self-paced, so not all students are working at the same pace.  Consequently, the distance educator ends up marking vast amounts of work, due to the accepted large headcount, while at the same time making adaptations or modifications for different learning styles and abilities, and providing the necessary communication, all the while potentially using various technology platforms dependant on what the student has available to them. The large student numbers, style of workload, and varying forms of communication are significantly different from the regular classroom setting. 

Creating connections with students is the third challenge distance educators deal with. While some distance educators may travel to meet some of their students, thus putting a face to a name for both parties involved, or communicate through visual remote technology, email, text, tweet and speak on the phone, these methods of connectivity are not the same as having the daily face-to-face contact, that exists in the traditional setting, which can bring challenges to the distance student-teacher dynamic. For example, in the distance education setting, students and teachers will not get to see the growing personalities and talents of each other. This may lead students to feel that their teacher may not be approachable when in fact they truly are. Distance teachers also miss out on witnessing other areas where their students excel or where their interests lie. A further challenge related to connections in digital education is the fact that educators constantly have to design course material where students have to prove their learning throughout various stages, whereas in the regular or traditional classroom setting it can be observed by the teacher. 

NOW WHAT:

The methodology of distance education and discussions around it, resonated with me on a personal level for two reasons. First, as I work in a district that supports its own distance education school, and second, as I had the opportunity to witness my child complete a distance education course at EBUS Academy.  

Nechako Lakes School District supports the distance education school, EBUS Academy, which has enabled thousands of students across the province, to have access to completing courses that may otherwise, not be offered at their regular school. Although there is the main campus where educators work out of, there are smaller stations around our district that enable EBUS employees to work close to their hometown, thus limiting their travel. This aspect is important for educators as we live in a largely rural district with inclement winter weather. This setup also enables staff, with mobility issues, to have limited driving distances to work. However, in spite of these perks, I also recognize that these distance educators are responsible for educating hundreds of students throughout a semester or year, which is far different from myself who works within the traditional classroom setting. 

As a parent, I was a little nervous about the concept of my child learning in this manner. I was not sure how self-motivated my child would be in completing the course, or what the protocol was if there were learning struggles. Suffice to say, I was really impressed with the entire process. The communication between the educator and my child was prompt and encouraging, the information given to him was clear and concise, and the educator was easy to access should my child need to make contact.  Furthermore, my child’s teacher made accommodations and suggestions that were helpful with regards to our computer’s limited programs. The flexibility of distance education enabled my child to complete an extra course outside of the regular school timetable, which ultimately, opened up more options or choices in the following school year. Lastly, the fact that the distance education course was self-paced enabled my son to complete his regular coursework and still be involved in extracurricular activities that involved travel.  As a both a parent and educator, I am grateful for the distance education options that are available to students, as they provide learning advantages for students with busy schedules, which in turn, keeps doors open for other learning opportunities, and it enables learners to work on developing a variety of independent skills which can be implemented throughout life.

 By: Deirdre Houghton

Photo by-Ruben-Rodriguez-IXTvnOOSTyU-unsplash-scaled.jpg

References

Bagriacik Yilmas, A. (2019). Distance and Face-To-Face Students’ Perceptions Towards Distance Education: A Comparative Metaphorical Study. Turkish Online Journal of Distance Education, 191-207. https://doi.org/10.17718/tojde.522705

Bozkurt, A. (2019). Intellectual roots of distance education: a progressive knowledge domain analysis. Distance Education, 40(4), 497-514. https://doi.org/10.1080/01587919.2019.1681894

Shé Ní, C., Farrell, O., Brunton, J., Costello, E., Donlon, E., Trevaskis, S., & Eccles, S. (2019). Teaching online is different: Critical perspectives from the literature. Retrieved from Dublin City University website: https://openteach.ie/wp-content/uploads/2019/11/Teaching-online-is-different.pdf

 

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EDCI-569: Module #1 – Mapping Research Trends from 35 Years of Publications in Distance Education

 

 

 

 

 

 

                            Photo by Tim Mossholder

My following blog consists of an annotation on Mapping Research Trends from 35 Years of Public Education in Distance Education, including a brief explanation of the themes discussed in the article, followed by my critical reflection, based on the What? So What? & Now What? framework.

 

Introduction:

Zawacki-Richter’s and Naidu’s article provided insight into the evolving themes highlighted within the journal, Distance Education, over the time-frame of thirty-five years. The authors use of the Leximancer, a “text-mining tool…used to identify and describe themes in distance education” (p. 245, 2016) over the period 1980 to 2014,  provided insight into specific themes commonly researched, throughout the given time frame. Common topics included “professionalization and institutional consolidation, instructional design and educational technology, quality assurance, student support, collaborative learning and interaction, virtual learning, and the integration of MOOCs (Massive Online Open Courses) and OERs (Open Education Resources)” (p. 245, 2016). 

Theme #1: Professionalism & Institutional Consolidation 

The first theme, professionalism and institutional consolidation between 1980-1984, identified in the article, involved researchers focusing on the establishment of a common language and scholarship within distance education itself. The article suggested that, although many distance education institutions had already been developed by this time, researchers in the early 1980’s identified this period as a “time of reflection” (p. 251) whereby, distance education institutions and educators alike, focussed on establishing recognition of being both scholarly and professional.  

Theme #2:  Instructional Design & Education Technology

Instructional design, and educational technology, was the second evolving theme, common among distance education researchers and writers during 1985-1989. The focus, at this time, was on the significance of course design, concerning its impact on scholarly content and course delivery within the realm of distance education, in addition to the opportunity and supportive elements technology provided to learners. Zawacki-Richter and Naidu indicated that the use of technology became recognized as a method to bridge the distance between learners, educators and institutions alike.  

Theme #3:  Assurance

Quality assurance in distance education developed, between 1990 -1994, as the third theme, common among researchers. During this period, two main focal points within distance education were commonly discussed. The first, included the provision and/or improvement upon quality education, while the second, involved different ways to present information and provide improved access to learners. Zawacki-Richter and Naidu noted that this was a period of time where researchers recognized the significance of utilizing technological developments, including “remote audio and video conferencing systems” (p. 253) to assist in learning, and to provide enhancements to the traditional “paper based study materials” (p. 254). 

Theme #4: Student Support & Online Learning  

Between 1995-1999, the fourth theme focused on student support and online learning. During the late 90’s, the goal within distance education, was to provide improved support for distance education learners. During this time, students’ learning, support, instructional design, and learning materials became increasingly interconnected, resulting from the growth and implementation of education technology. The use of the internet and new communication technologies provided and supported more access to information to the growing population of distance learners, regardless of their geographical location. Additionally, educational technology tools, provided growing opportunities to share resources and facilitate collaboration processes among learners, educators and institutions alike. 

Theme #5: Virtual Learning in Distance Education

The fifth theme, commonly discussed between 200-2004, was virtual learning.  The aforementioned article, indicated that the growth of information technology, clearly challenged the traditional education setting.  New technology enabled both educators and learners to teach and learn, respectively, from virtually anywhere in the world. The possibilities that technology afforded distance learning were immense. However, it also brought forth new and unforeseen challenges, including, but not limited to, privacy issues, participation difficulties and ethics. These new domains would certainly be explored, henceforth. 

Theme #6: Collaborative Learning & Online Interaction

Research in distance education, during 2000-2009 focused more heavily on collaboration and the growth of online interaction. Online education provided learners the opportunity to engage in courses that adopted a variety of technology tools, teaching methodologies and learning processes. Studies focused on both asynchronous and synchronous learning styles, and the effects of collaboration on the learning process.  The rise of new technologies and teaching methods in distance education afford both growing opportunities and support to institutions, educators, and learners. 

Theme #7:  Interactive Learning, MOOCs and OERs 

Research from 2010-2014 focused on the technology that facilitated in providing accessibility and thus equity, thereby enabling interaction between both educators and students, from basically anywhere in the world. Furthermore, this new technology led to the growth of MOOCs and OERs, which in turn, led to further development of new courses, educational flexibility, growing knowledge and connectivity on behalf of the instructors and learners. 

Article Critical Reflection: Following the What? So What? Now What? Framework

Photo by Nikita Kachanovsky

What?   

The Zawacki-Richter and Naidu article provided me, the learner, with an understanding of specific, distance education trends that were commonly researched between 1980-2014.  The chronological format and use of diagrams provided detailed information outlining the growth, developments and changes technology tools advanced in the world of distance education.  Prior to reading this article, I never really considered the profound changes and intricacies that were involved in both the development and exponential growth of distance education, and in turn the outcomes and new challenges that evolved with this new style of learning, yet I have seen the value in the opportunities of distance education, both for myself, as a current distance education student, and the students within our school or district.

The district I currently work for, operates a distance learning school, separate from the traditional brick and mortar traditional settings. E-Bus, as it is called, enrolls thousands of students across B.C., including full time students and cross-enrolled students. This distance education school, enables students to take courses that may not fit into their regular time table schedule, take courses not offered in their school,  and/or take extra courses based enabling them to work ahead. Regardless of the reason as to why students enroll, it is important to recognize the options and opportunities that distance education can provide.

So What? 

The advancements of distance education is important to consider, as it impacts various elements, including, but not limited to educational opportunities, growth of scholarship, institutional course loads and availability, need for more educators, economics to fund more courses and pay more educators, flexibility in the areas of teaching and learning, increased access to learning and teaching opportunities, thus increasing education equity, to those involved.

From a personal and professional perspective, having the opportunity to complete my masters degree following a distance learning format enables me to further my education, while staying in my home community where I can be with my family and maintain working at my career as a teacher. Without this opportunity, it would be difficult, if not impossible for me, at this time, to complete this professional, educational adventure. Therefore, I am grateful to follow an online, distance education configuration. Furthermore, my distance education experience is providing me with the opportunity to meet, listen to, learn from and collaborate with peers and educators from around the province, country or world, which in turn provides a wealth of knowledge and experience, from which to learn. 

Now What? 

Personally, I would recommend taking an online, or distance education course/program, to anyone considering it, if the opportunity is available and it suits their needs. The flexibility and opportunities provided are positive characteristics to consider, especially if you live in remote areas, are not able to simply uproot and move closer to a post-secondary institution, and/or  have a career commitment. 

Professionally, distance education courses are providing me with the opportunity to improve upon my teaching, reflecting, and communication skills, which will positively affect my students learning experiences. As a Career Teacher and Career Coordinator, I would not hesitate to discuss my distance education experience with my students, as it demonstrates, that learning is a life-long process. Furthermore, discussing distance education options, may provide students with other learning possibilities as they move on to post-secondary learning environments, or work and study part time. 

Thus far, I have found the opportunities provided by online distance education, to be a positive, growing experience.  It is forcing me to become a “speaker” in the group, rather than a bystander. I am enjoying this new process, and again, grateful for it!

Photo by Matthew Sleeper

Written By: Deirdre Houghton