Flexible and Distributed Learning Models

Jane Lomas

Flexible and Distributed Learning

• Flexible Learning– Learners learn and their own time, pace and

place.

• Distributed Learning– Learning occurs independent of time and space

• Distance Learning• Can be combination of traditional classroom with

traditional distance learning

Khan, 2005

Learning Models

• Fully Online• No face-to-face contact

• Blended Learning– A mixture of face-to-face and e-learning

(Allan, 2007)

Learning Models

• Flipped Classroom– Students prepare for the class beforehand– Class time dedicated to

workshop/interactive activities– Increase class time for engaging

instruction• It is NOT the same as homework

Enfield, 2013

Features of E-Learning Environments

• Ease of Use• Interactivity• Multiple Expertise• Collaborate Learning• Authenticity• Learner-Control

Khan, 2005

Ease of Use

• E-Learning Course must be well designed:

– User-Friendly environment.– Reduce frustration from learner.

Khan, 2005

Ease of Use

• To achieve this:– VLE (Moodle)

• Simple point and click interface

– Browsers/Search Engines/Hyperlinks• Using current technologies learners familiar

with

• Technical support important

Khan, 2005

Interactivity

• Learner must be engaged in learning activities.

– Activities must encourage interaction with worthwhile tasks and with others:• Interact with tutors, peers and resources

Khan, 2005

Interactivity

• To achieve this:– Communication

• Email, Forums, Chat rooms

– Resources• Videos, Learning Objects, Quizzes and

Surveys.

Khan, 2005

Multiple Expertise

• Use outside experts to guest lecture:

– Directly from sources– Represented on the Internet

Khan, 2005

Multiple Expertise

• To achieve this:– Good source of recommended reading– Up to date links to the Web for expert

resources– Relationship with colleagues who can

guest lecture/share their resources

Khan, 2005

Collaborate Learning

• Allows learners to work and learn together to accomplish goals.

– Learners develop multiple skills:• Social, communication, critical thinking,

leadership, negotiation, interpersonal and cooperative skills

Khan, 2005

Collaborate Learning

• To achieve this:– Use of Collaborative Tools

• Forums, Chat rooms, Blogs• Collaborative Tools

– e.g. Glossary, Wiki, Graded Forums, Big Blue Button

• Google Docs or Hangout• Peer Assessment

Khan, 2005

Authenticity

• Learners can address relevant real-life problems and situations.

– Conferencing and collaboration technologies

Khan, 2005

Authenticity

• To achieve this:– Links to current practice– Scenarios which link to real world problems

• Learners real-life experiences can add to the authenticity of collaboration

Khan, 2005

Learner-Control

• Students can determine their level of participation:

• Facilitates learner responsibility:– Learner can actively engage in discussions

or observe– Learner has ownership of their own

learning

Khan, 2005

Assessment

• Assessment should be equivalent no matter how they are accessed:– Most types of assessments can be

replicated online or partially transformed.

• Participation does not need to be identical

Phillips et al., 2004

Assessment

• Important questions when designing assessment:– What is the purpose of the assessment?– What is the quality of the assessment in terms of

validity, reliability and usefulness? – How and by whom is the assessment

administered? – How and by whom is the assessment marked?

Cummings, 2003

Assessment

• Be valid, consistent and flexible– Meet the learning outcomes, cater for diverse

learning styles (Cummings, 2003)

• Include a range of assessment tasks– Formative and Summative

• Access deeper learning• Where exams are required

– Utilise open-book instead of closed-book

• Reduce opportunities for cheating

Phillips et al., 2004

Tools Available

• Moodle– Communication

• Forums, Chatrooms

– Collaboration• Graded Forum, Glossary, Wiki, Dialog, Survey, Feedback, Database,

Lesson, Scheduler, Big Blue Button

– Assessment• Assignment, Quizzes, Turnitin

• Online Tools– Blogging, Google Docs, Google Hangouts

References

• Allan, B. (2007) Blended Learning: tools for teaching and training. MyiLibrary [Online]. Available at: http://lib.myilibrary.com/?id=302450 (Accessed: 13 January 2014).

• Cummings, R. (2003) ‘Equivalent assessment: achievable reality or pipedream’, ATN Education and Assessment Conference. Adelaide. University of South Australia. Available at: http://w3.unisa.edu.ac/evaluations/Full-papers/CummingsFull.doc (Accessed: 10 January 2014).

• Enfield, J. (2013) ‘Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate Multimedia Students at CSUN’, TechTrends: Linking Research & Practice to Improve Learning, 57, 6, p14-27, EBSCO [Online]. Available at: http://ehis.ebscohost.com/eds/detail?sid=5d179d29-b139-40ca-b737-ca4441158117%40sessionmgr198&vid=1&hid=106&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=afh&AN=91587618. (Accessed: 13 January 2014).

• Khan, A. (2005) Managing E-Learning Strategies. London:Information Science Publishing.

• Phillips, R., Cummings, R., Lowe, K., Jonas-Dwyer, D. (2004) ‘Rethinking Flexible Learning in a Distributed Learning Environment: A University-Wide Initiative’, Educational Media International, 41, 3, p195-205, EBSCO [Online]. Available at: http://ehis.ebscohost.com/eds/detail?sid=aa0b233b-0a96-4f07-91e5-09ef07fefb0c%40sessionmgr4001&vid=12&hid=101&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=afh&AN=13911039 (Accessed 10 January 2014).