Models of Distance Learning

Models of Distance

Learning

Jennifer KatonaEDUC: 6135-4 Distance Learning

Dr. Ronald PaigeMarch 11, 2012

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Distance learning is divided into three models: online,

blended or hybrid courses, and web-facilitated courses. All three models meet the criteria of distance education requiring a separation of the learning group and use of interactive Web 2.0 tools (Simonson, Smaldino, Albright, & Zvacek, 2012). Instructional designers need to reflect upon these models when designing instructional solutions to meet the needs of their clients.

The next slide shows a matrix describing their similarities and differences. To interact with this matrix click on the underlined term to read more about that category. Each slide will then explain how to return to the matrix.

Introduction

Questions Online

CoursesBlended/Hybrid Courses

Web-facilitated Courses

How much content is delivered online?

At least 80% 30-79% Less than 29%

How much separation is there between the learner and the facilitator?

Different-time, Different-place

Different-time, Same-place

Different-place, Same-time

In what ways is technology used with each model?

Web 2.0 and print

Web 2.0 and print Web 2.0 and other systems

What are the pros of using this model?

benefits Benefits benefits

What are the cons for using this model?

challenges challenges challenges

What factors need to be considered when implementing each model?

considerations considerations considerations

Table of Definitive Questions for Distance Learning Models

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Online Courses

Online courses have at least 80% of the content delivered online (Simonson, Smaldino, Albright, & Zvacek, 2012). There is a separation between the student and the facilitator (Allen & Seaman, 2010). Not only is the student and facilitator separated by time, but also location. This is an example of different-time, different-place education (Simonson, Smaldino, Albright, & Zvacek, 2012). Transactional distance is also an important consideration here. Students are at a distance from some of their course materials.

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Blended and hybrid courses have a mix of online

interaction and face-to-face interaction. This mix varies from 30-79% (Simonson, Smaldino, Albright, & Zvacek, 2012). This leads to some separation between student and facilitator for the location of the course. There is also additional separation between the time of delivery for the portions of the course where students do work online away from the classroom (Allen & Seaman, 2010). This model is an example of different-time, same-place education (Simonson, Smaldino, Albright, & Zvacek, 2012).


Blended/Hybrid Courses

Web-facilitated courses have less than 29% of the

content delivered online (Simonson, Smaldino, Albright, & Zvacek, 2012). Often course syllabus and other downloadable course materials are available for students online. Students are separated from their instructor in location. These courses are delivered in a face-to-face through the use of web based technology (Allen & Seaman, 2010). This is an example of same-time, different-place course (Simonson, Smaldino, Albright, & Zvacek, 2012).

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Web-facilitated Courses

These courses are delivered solely online. This requires

the use of various Web 2.0 tools. Some of these tools include wikis, blogs, videos, podcasts, multimedia presentations, discussion boards, and electronic libraries (eLearning.com, 2012). Even though all of the course is online, many students and teachers still use printed versions of textbooks.


Online Courses and Technology

A variety of Web 2.0 tools are used in blended and

hybrid courses. Some of the tools include audio, video, flash animation, and serious games (Schulte, 2011). This style of course uses textbooks and similar print materials. “Because of the flexibility of the blended solution, it is often possible to utilize many different types of learning objects, ranging from small digital images to rich multimedia and video game-based simulations” (Nash, 2005, p. 223).


Blended/Hybrid Courses and Technology

Technology is used to assist with the course materials.

This course relies upon Web 2.0 tools as well as satellites, high speed internet access, fiber optic systems, and compressed videos (Simonson, Smaldino, Albright, & Zvacek, 2012). Course management systems are typically needed in these environments (Allen & Seaman, 2010). Often the teacher posts important documents on a webpage or wiki for students to download them.


Web-facilitated Courses and Technology

There are many benefits for online courses. Students

can log into a class at a time that is convenient for their schedule (eLearning.com, 2012). Discussion boards allow for collaborative learning between students and the instructor from around the world (Simonson, Smaldino, Albright, & Zvacek, 2012). Once the course is designed, it is available for students to take anywhere and anytime. Since students are able to view the material again, this aids in their transference of the material to long term storage (Ormrod, Schunk, & Gredler, 2009).


Benefits of Online Courses

Blended or hybrid courses have a variety of benefits.

Since the course meets only a few days per week, many courses can share the same learning space. The curriculum is adaptive allowing students to work at their own pace (Schulte, 2011). Students in asynchronous courses reported an increased perception of learning (Buzzetto-Moore & Sweat-Guy, 2006). The classroom environment allows for students to have a social aspect to the class. There are more degree options available in blended and hybrid classes (eLearners.com, 2012).


Benefits of Blended/Hybrid Courses

Web-facilitated courses have advantages. Often this

style of course is used in corporations (Taylor, 2002). More people are able to attend these trainings or courses without the need to travel (Taylor, 2002). Students do not report feeling isolated from their other students in the class (Taylor, 2002).


Benefits of Web-facilitated Courses

Online courses present many challenges. Often these courses

require specific software, which may be an additional expense for the student (eLearners.com, 2012). The students in the course need to be more self-motivated and self-directed (Simonson, Smaldino, Albright, & Zvacek, 2012). There is a delayed feedback to discussion post replies, email replies, and grades (eLearners.com, 2012). Students also lack the opportunity to network in their local community compared to being in a face-to-face class (eLearners.com, 2012). Moller, Foshay and Huett (2008) argue, “Training often is judged solely by the number of learner hours logged or by pure appearance” (p. 71). Online education does not necessarily imply there is quality in the instructional course.

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Challenges of Online Courses

Hybrid and blended courses have some disadvantages.

Students need to travel some of the time to the location (eLearners.com, 2012). These students need stronger skills in various computer software programs compared to students in traditional courses. Although students may be sitting next to another student in their course, they may not be at the same place in their learning of the course materials (Schulte, 2011). The instructor needs to be adept at meeting students needs who are at a variety of places within the course (Schulte, 2011).


Challenges of Hybrid/Blended Courses

Web-facilitated courses often requires high bandwidth

connections along with web conferencing tools (Simonson, Smaldino, Albright, & Zvacek, 2012). These collaborative technology tools provide additional expenses. Since the goal of this course is to provide same-time but different-place learning, a technology support structure needs to be in place. Students need to ensure they have the correct software programs installed on their computers prior to taking the class. The course requires both the teacher and students to have a set time in their schedule to take the course.


Challenges of Web-facilitated Courses

Dr. Simonson emphasized distance learning needs to be

taught differently than face-to-face courses, but the course objectives should be equivalent (Laurete Education, Inc., n.d.). Theories should guide instructional designers to create effective learning environments that meet the needs of the students in the course. Discussion posts should be facilitated by the instructor to create a shared learning community (Chan, 2010). Many opportunities should be given to adult students to connect learning to their personal lives and careers (Gordon, 2011).


Important Considerations for Online Courses

Many factors need to be considered when designing hybrid

and blended courses. The instructional design for the online portion of the course would be different than the same instruction in a face-to-face classroom (Simonson, Smaldino, Albright, & Zvacek, 2012). Teachers need to be adept at being able to assist students who are at different places in the course (Schulte, 2011). This model requires the student to be self-motivated. An additional expense for this course is the licensing fees associated with the types of software used to run the course (Schulte, 2011).


Important Considerations for Hybrid/Blended Courses

When designing a web-facilitated course, the instructional

designer needs to plan the lesson or course ahead of time to meet the needs of the students in the most effective and cost efficient manner. Corporations are very interested in return on investment (Laureate Education, Inc., n.d.). Technology problems need to be addressed prior to conducting this course. Students need to be able to collaborate to one another during the course. Therefore, students and teachers need to know ahead of time what collaborative medium they will be using.


Important Considerations for Web-facilitated Courses

Online education will continue to grow and develop throughout the

years (Allen & Seaman, 2010). Even with the slow down in the economy, online enrollment has increased (Allen & Seaman, 2010). I have enjoyed the many online courses that I have taken. Online courses provide the learner flexibility to take the course on their own time at their own place. The course has a variety of multimedia presentations that are carefully sequenced to provide just-in-time instruction. Students become engaged in well planned discussion boards and course projects. This model allows for both the student and instructor to collectively learn from one another. These are a few of the reasons why I prefer online education.

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My Preferred Model

Since web based learning is in high demand, it is essential for

distance educators to understand the similarities and differences between online courses, blended or hybrid courses, and web-facilitated courses. Each of these courses present specific challenges and benefits for the students and facilitator. “The successful distance education teacher becomes conversant with new technology and develops new instruction styles, moving from creating instruction to managing resources and students and disseminating views (Mielke, 1999, para. 10).

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Conclusion

References

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Documents

Models of Distance Learning