Distance Education:Preparing Faculty to Teach

the Distant Learnerby

Michael Simonson

AgendaAgenda

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Coldeway's QuadrantsColdeway's Quadrants

One-TimeOnly EventsOne-Time

Only EventsMultiple Session

EventsMultiple Session

Events

Distance EducationDistance Education

Redefinition of Distance Education

Redefinition of Distance Education

Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.

Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.

"When I was a kid, I had to walk three miles each way to school. The snow drifts were seven feet high, and I had no shoes."

"Gee, Granddad, that's nothing. Today I had to go to Paris for my French class, MIT for computer science and the New York Stock Exchange for economics"

Welcome to the world of distance learning.- Paul Butera, Ameritech Magazine

Equivalency Theory of Distance Education

Equivalency Theory of Distance Education

"The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."

"The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."

Shifting Paradigms:Mission and PurposesShifting Paradigms:Mission and Purposes

Instruction Paradigm

• Provide instruction• Transfer knowledge -

faculty to students

• Offer courses

• Improve teaching

Instruction Paradigm

• Provide instruction• Transfer knowledge -

faculty to students

• Offer courses

• Improve teaching

Learning Paradigm

• Produce learning• Elicit discovery

and construction of knowledge

• Create powerful learning environments

• Improve learning

Learning Paradigm

• Produce learning• Elicit discovery

and construction of knowledge

• Create powerful learning environments

• Improve learning

Shifting Paradigms:Teaching/Learning Structures

Shifting Paradigms:Teaching/Learning Structures

Instruction Paradigm

• Time held constant, learning varies

• 50-minute lecture, 3-credit hr course

• Covering material• Degree equals

accumulated credit hours

Instruction Paradigm

• Time held constant, learning varies

• 50-minute lecture, 3-credit hr course

• Covering material• Degree equals

accumulated credit hours

Learning Paradigm

• Learning held constant, time varies

• Learning environments

• Specified outcomes• Degree equals

demonstrated knowledge and skills

Learning Paradigm

• Learning held constant, time varies

• Learning environments

• Specified outcomes• Degree equals

demonstrated knowledge and skills

Shifting Paradigms:Learning Theory

Shifting Paradigms:Learning Theory

Instruction Paradigm

• Learning teacher-centered, controlled

• “Live” teacher, “live” students required

• Classroom/learning competitive and individualistic

Instruction Paradigm

• Learning teacher-centered, controlled

• “Live” teacher, “live” students required

• Classroom/learning competitive and individualistic

Learning Paradigm

• Learning student-centered, controlled

• “Active” learner required, but not “live” teacher

• Learning environments cooperative, supportive

Learning Paradigm

• Learning student-centered, controlled

• “Active” learner required, but not “live” teacher

• Learning environments cooperative, supportive

Shifting Paradigms:Nature of Roles

Shifting Paradigms:Nature of Roles

Instruction Paradigm

• Faculty are primarily lecturers

• Faculty and students work independently and in isolation

Instruction Paradigm

• Faculty are primarily lecturers

• Faculty and students work independently and in isolation

Learning Paradigm

• Faculty are designers of learning methods and environments

• Faculty and students work in teams with each other and other staff

Learning Paradigm

• Faculty are designers of learning methods and environments

• Faculty and students work in teams with each other and other staff

Advantages of Internet-Based Courses

Advantages of Internet-Based Courses

• Courses could be available to any qualified individual in world

• Course components available 24 hrs/day• Students work at own pace• Distributable across multiple computer

platforms• Technology relatively easy to use• Learning resources available across entire

Internet

• Courses could be available to any qualified individual in world

• Course components available 24 hrs/day• Students work at own pace• Distributable across multiple computer

platforms• Technology relatively easy to use• Learning resources available across entire

Internet

Advantages of Internet-Based Courses

Advantages of Internet-Based Courses

• Online course materials easy to update or modify

• Internet promotes active learning and student intellectual involvement

• Internet provides variety of learning experiences, accommodates differing learning styles

• Students learn Internet skills that improve employment options after graduation

• Online course materials easy to update or modify

• Internet promotes active learning and student intellectual involvement

• Internet provides variety of learning experiences, accommodates differing learning styles

• Students learn Internet skills that improve employment options after graduation

Distance Learning Classroom Teaching Site

View from Front

Distance Learning Classroom Teaching Site

View from Front

Distance Learning ClassroomTeaching Site

View from Rear

Distance Learning ClassroomTeaching Site

View from Rear

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