Distance Learning

Best Practices
JUNE 21, 2014

Best Practices Guide to Distance Learning

Introduction

Moving from a traditional face-to-face learning format to a hybrid or

strictly online learning format can be exciting and yet very challenging.
Although much of the instruction that has historically been delivered in
a classroom can also be taught in an online environment, there is a
great deal of planning, designing, and implementation strategies that
must be carefully thought through to deliver and effective learning
outcome. Following are factors that must be considered before, during,
and after the transition from classroom based to online instruction has
occurred.

Pre-Planning Strategies

Kelly (2012) has given several piece of practical advice in making a

decision to convert traditional face-to-face learning to an online format.
Kelly stresses that the facilitator must know how to use the technology

that will be available to students during the course. The facilitator must
also become very familiar with the Course Management System (CMS)
that will be used and how content, assignments, activities, and other
items that will enrich learning will be loaded into the CMS. The
learning venue transition will also require the instructor to be flexible
with the materials that he has used in a classroom setting and be ready
to make modifications that will help to ensure that student needs are
met.

Kelly has given special emphasis to the course syllabus. Simonson etal
(2012) has described the syllabus as the single-most important
document that an instructor can prepare. Kelly lists some of the most
important contents of a syllabus which include;

Welcome Messages
Course Objectives
Assignments
Communication Methods
Technical Requirements
Prerequisite Skills
Course Structure
Log in Information
Technical Support

Simonson etal also suggest a number of other considerations for a

transition to distance learning. Students will need to be aware of how
they will communicate with the instructor. For example, may the
instructor be contacted via email, skype, or other communication
methods. The instructor must also decide what will be synchronous
learning vs asynchronous learning. Students will also want to know
how they will be evaluated. Will the scoring be based on weighted

averages or will each assignment or activity have equal weight.

Kelly suggests that the facilitator must assess what will work best in an
online setting. For example, a classroom discussion topic might be
replaced with a video clip or an essay. The facilitator should ask the
question, is this idea or technology practical for what I want to
accomplish? A straightforward simple design may work best. The
design should be learner focused and the level of support that students
will need must be carefully weighed.

Embedding website addresses or videos can add new meaning to

perhaps an otherwise dull topic. However, web addresses and videos
should be tested to determine if they are still functional. The video
should be viewable on both a pc or a Mac.

Even good online learning can always be improved. Creating a list of

lessons learned will help to assess what worked well and what didnt.
Problem areas should always be addressed and the facilitator may
decide that additional how to types of videos may be needed or
something as simple as an FAQ (Frequently Asked Questions) list will
be helpful in reducing student errors or problem areas.

Enhancing Instruction Through Distance Learning

Bailey (n.d.) suggests that one big advantage of distance learning is that
more students can be accommodated. Classrooms can be self limiting
and may prevent otherwise interested students from enrolling. Online
learners may have more time to absorb the information and have the
added convenience of reviewing the information as often as they like.

Everson (2009) believes that communication may also be enhanced in

an online learning environment. Instructors may be able to better
determine who is participating and who isnt. In a large classroom
situation it is easy for a student to get lost in the crowd. Even shy
students, who may have a wealth of information and insight to share,
may be more apt to participate when working online.

A Changing Role for Trainers in a Distance Learning Environment

The trainer will move from the center of the learning experience to a
facilitator role, encouraging learners to direct their own learning
(Levitch & Milheim (n.d.). There will be less information
dissemination and more organizing students interaction with each other
and the materials (Beer, 2000).

Student Participation in an Online Environment

Instructors need to create an atmosphere that encourages questions and

provides a sense of community among students (Levitch & Milheim).

The instructor needs to be available on a regular basis Some
instructors like to use icebreaker activities to allow students to
introduce themselves to one another. The instructor will also need to
introduce him/herself to the students.

Students will need clear guidelines advising them of how often they
should participate in class discussions. For example, deadlines may be
established for the initial and subsequent discussion posts. The
instructor should also take an active part in class discussions. However,
the instructor must seek to strike a balance while actively participating.
Too little instructor interaction with students may cause students to feel
isolated and feeling that the instructor does not really care about their
success in class. Too much instructor interaction could reduce student
participation or cause an overdependence on the instructor.

Conclusion

Distance learning can be fun and meaningful but much effort is needed
to make this possible. It is a collaborative partnership between the
student, his or her peers, and the instructor. Each student is ultimately
responsible for his/her own learning. There will always be a place for
traditional classroom based learning but distance learning or a hybrid
approach will often provide a viable alternative. With hard work and
determination, both the student and the instructor will have the
opportunity to explore learning in a new way.

References

Bailey, S. (n.d.). Why should I convert my face to face course into an

online course?

Everson, M. (2009). Ten things Ive learned about teaching online

Kelly, R. (2012). Practical advice for going from face to face to online
teaching.

Levitch, S. & Milheim, W. (n.d.). Transitioning instructor skills to the

virtual classroom.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012).

Teaching and learning at a distance. Pearson Education. Boston, MA.

Analysis of an open course to

determine effective distance
education design principles
JUNE 8, 2014

Analysis of an Open Course

`Following is an analysis of the open course entitled Religion,

Education, and Democracy. This course, developed by the Harvard
Open Courses: Open Learning Initiative is open to the general public
who have access to the technology required for taking the course. It can
be taken on a credit or non-credit basis and students may obtain college
credits for either undergraduate or graduate work. The course
framework operates largely from the principles of Gagnes Nine
Events. As such, this course appears to be designed for a distance
learning environment and activities create maximum engagement for
adult learning. The course is outlined below in terms of Gagnes nine
events. The course takes a heavy constructivist approach with students
building upon past learning events.

The course gains the attention of the student by introducing interview

questions that students will be required to ask an administrator or
teacher within secondary education. These questions include, Are

religious expressions visible in your school? and What if any issues

or controversies regarding religion and education have emerged in your
school over the last few years?. Course content is available through a
number of training venues including video courses, live web-based
conferences, and hybrid courses which combine asynchronous distance
learning with scheduled face-to-face classroom lectures and activities.

Student performance is elicited through the use of real world examples

and students can elaborate on course content through asynchronous or
synchronous discussions with the instructor and other students. The
course uses a chunking methodology where the course is split into
learning units to maximize learning and to reduce cognitive load.

Students are provided feedback after submitting course papers and are
given an opportunity to resubmit papers within a stated timeframe. The
course syllabus thoroughly explains how students will be evaluated
through exams, papers, and a course project.

The evaluation process is quite comprehensive and students will

participate in three evaluations including a group evaluation, an
individual evaluation, and a course evaluation. During the group
evaluation, each group evaluates how it thinks it did as a whole on their
class presentation. Also, each individual will reflect on their
performance and to what degree they met the course learning
objectives. Finally, students will be able to evaluate the course
including the content and the overall performance of the instructor. In
conclusion, the numerous opportunities available for evaluation and
reflection will serve to increase student retention and will enhance
knowledge transfer.

Reference
Retrieved from http://www.niu.edu.factor.

Retrieved from http://www.extension.harvard.edu/courses/23423.

Week 3 Assignment:
Instructional Design and
Technology at
Walden University
MAY 25, 2014

The assignment for this week has been to choose an example from a
selected list which illustrates how technology may be used to design

learning for a specified audience. I have selected a scenario which calls

for collaborative learning in implementing a training workshop for
multiple offices. Following are the requirements for implementing the
workshop.
Example 1: Collaborative Training Environment
A new automated staff information system was recently purchased by a
major corporation and needs to be implemented in six regional offices.
Unfortunately, the staff is located throughout all the different offices
and cannot meet at the same time or in the same location. As an
instructional designer for the corporation, you have been charged with
implementing a training workshop for these offices. As part of the
training, you were advised how imperative it is that the staff members
share information, in the form of screen captures and documents, and
participate in ongoing collaboration.
I have decided that Webinar would be an effective tool in meeting
collaboration requirements among a geographically dispersed group of
learners. The webinar needs to be highly interactive and not just one
person presenting the needed information. Simonson, Smaldino,
Albright, & Svacek (2012) have discussed student-centered learning
from the standpoint of active learning rather than passive
learning. Simonson etal have emphasized the need for analyzing the
potential for learner interactivity in planning an online learning
course. They conclude that when special efforts are made toward
learner centric instruction, distance education can actually enhance
learning experience, expand horizons, and facilitate group collaboration
(Simonson etal, Teaching and learning at a distance, p. 156).
Young, J. , (2009), has recommended eight design principles for
creating interactive webinars. Young suggests that the first step in any
interactive webinar development should be a close examination of the
learning objectives. Are the objectives still relevant and up to
date. Young also argues that webianrs should focus on content that
needs further explanation from a Subject Matter Expert or provides

benefits from interaction. There will be a goodly amount of content

that learners can assimilate on their own without wasting precious
webinar time. Learning works best in a hybrid approach where both
synchronous and asynchronous learning is used. Young states the
importance of pre-work cannot be underestimated to assess audience
characteristics. A diverse learning experience of individual and group
activities will achieve learning goals more effectively than either one of
these types of activities alone.
Wang, S. & Hsu, H., (2008) recommend the use of the webinar tool
Elluminate to support training and group collaboration. They argue
that the Webinar tool has five distinct advantages including
affordability, synchronous communication, real time multimedia
demonstrations, multi-level group interaction, and the ability to archive
seminar content for further review by class attendees or allow absentees
a chance to view the seminar at a later date.
From my own professional experience I have used webinars to train
company employees who have a high degree of separation from
instructor to student. My organization has employees spread out
geographically across the country and are separated not only by
distance but also reside within different time zones. Webinars have not
only saved my company money by reducing travel expenses but has
also enabled employees to attend training that otherwise would not
have been able to attend. During the webinar, learners can see what is
on the facilitators screen or control may be passed to another
participant so that they may become a presenter. Without a doubt,
Webinar is the next best thing to being there.
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2012),
Teaching and learning at a distance. Pearson Education, Boston, MA.
Wang, S., & Hsu, H., (2008), Use of the webinar tool (Elluminate) to
support training: The effects of webinar learning implementation from

student-trainers perspective. Journal of interactive online learning,

7(3).
Young, J., (2009), Designing interactive webinars.

Distance Learning Mind Map

MAY 11, 2014

Aside
0

Distance Learning
My Personal Reflections

My definition of distance learning before taking this course was quite

simple; learning online on my own time. I had never really considered
any of the other benefits that distance learning had to offer.

My idea of distance learning has now grown from only considering the
benefits of availability and flexibility of distance learning to also
realizing that distance learning can save time and money in commuting
to a traditional classroom setting, scholarly discussion with other
learning professionals, and an on demand learning platform where
opportunities to learn are available on practically a 24-7 basis.

My vision for the future of distance learning is quite bright. Moller etal
(2008) has discussed the explosive growth of distance learning in all
sectors of business and industry. Academic institutions are also
working hard to implement more courses on an online basis.
Developing online instruction is seen as necessary to stay competitive
and increase revenue through added enrollment.

Although there has been some criticism of online learning, distance

education can make possible for many the ability to continue their
education after high school. Adult learners who struggle with balancing
work and family commitments now have the flexibility of further
learning and acquiring advanced degrees during their own time and
convenience. Business and industry can also save money on reduced
travel costs and lost productivity when employees are away for
training. I believe that distance learning isnt a fad, but the future of
education.

MAY 11, 2014

Reflective Essay for Learning

Theories and Instruction Course
AUGUST 25, 2013

Reflective Essay

Jimmy Pack

Walden University

Dr. Shirley Weaver

EDUC-6115-2, Learning Theories and Instruction

August 25, 2013

Introduction
This reflective essay is a culmination of my learning experiences within
the course entitled Learning Theories and Instruction taken at
Walden University during the summer semester of 2013. The essay
will demonstrate that my initial understanding of how a person learns
has evolved from a simple behavioristic viewpoint that included a
learners reaction to environmental stimuli as well as the importance of
operant conditioning to a more global view of how learning takes place
using a multitude of learning theories and strategies. The essay
attempts to reflect on four specific questions that relate to instructional
needs and how each topic covered over the last eight weeks will assist
me in becoming an effective instructional designer.

What did you find surprising or striking as you furthered your

knowledge about how people learn?
The most striking thing about my learning in this course is that
learning is a very complex process. Learning is a process that
incorporates both mental and biological factors. People use a
combination of learning theories and often times when I tried to
pinpoint which learning theories were most effective I found that it was
often like comparing apples with oranges. As my understanding of the
learning process matured, I found myself leaning toward a more
constructivist view. Constructivism is a philosophy of learning
founded on the premise that by reflecting on our own experiences we
construct our own understanding of the world we live in (Theory and
Online Learning article). This led me to believe that present and
future learning uses our past learning and experiences as a springboard
for new learning.

How has this course deepened your understanding of your personal

learning process?
As stated previously, at the beginning of the course I considered myself
a behaviorist where my learning was a response to various
environmental factors. After moving through the course, I see how my
learning process is now more of a constructivist approach. I have
become more actively involved in my own learning. I am now looking
at learning as more than memorizing inert factoids, but now view
learning as a dynamic ever-changing view of the world we live in
(Constructivism as a Paradigm for Teaching and Learning article).

What have you learned regarding the connection between learning

theories, learning styles, educational technology, and motivation?

All of the above factors play a role in learning. Thomas Schuell

has said that in many cases the various learning theories are relevant to
different types of learning are not necessarily incompatible with one
another ( Theories of Learning article). The best of learning theories
and leading edge educational technology will not be sufficient if the
learner has no motivation to learn.

How will your learning in this course help you as you further your
career in the field of instructional design?

This course has helped me to be more open-minded as to what I think

effective learning is all about. After learning some of the affective
techniques used within a cognitive learning process, I believe that other
factors in addition to course content and learning objectives must be
taken into consideration. These factors include learner anxiety, goal
setting, and choosing a regular time and place for studying (Laureate
Education).

Conclusion

This course has taught me just how much I dont know about
learning. True learning is much more than rote memorization and
storing that information for just a short period of time. Learning is hard
work and involves complex processes occurring within our brain. It
involves elaboration, creating your thoughts through processes like
brainstorming, comprehending what you have learned through self
questioning, and organizing your thoughts through tools like
mnemonics, outlining, or mind mapping. It does not allow
complacency on the part of the learner or instructor. It is a dynamic
process that will challenge us for a lifetime.

References

Theory and Online Learning retrieved from www.heiditrotta.com

Constructivism as a Paradigm for Teaching and Learning retrieved

from www.thirteen.com
Schuell T Theories of Learning
Learning Theories and Instruction, Laureate Education Inc. p 139

My Personal Learning: Putting

The Pieces Together
AUGUST 16, 2013

Over the past seven weeks, my perspectives of learning have evolved

from a very narrow vision of how people learn, a one size fits all
approach, to a multidimensional view. Prior to the beginning of this
course, I was by and large a behaviorist. Learning for me was
primarily precipitated by an external event and learning based on my
response to that event. As Melissa Standridge put it in her article on
Behaviorism, I looked at learning from those behaviors that can be
directly observed, discounting the thoughts or emotions of an
individual learner. During the past eight years as a technical trainer,
my lesson plans have been objective oriented. My instructional

objectives have really been behavioral objectives that have been

outlined by Mager, 1962, 1984, Schloss & Smith, 1994. My desired
training outcomes have been based on observable and measurable
behavior. I had never really considered the complexity of cognitive
processes that occur in a persons mind while they are learning. After
learning about the cognitive learning theory, this set the stage for me to
seriously consider the merits of the constructivist learning theory. This
theory radically changed my way of thinking in relationship to the
acquisition of knowledge. It had never really dawned on me that I was
in fact building up my knowledge base by considering past learning
experiences and using that knowledge to link with the new information
(elaboration). Vygotskys theory of the Zone of Proximal
Development reinforced the old cliche of two heads are better than
one and helped me come to the realization that a persons capacity to
learn can be broadened by having the right supports in place.
The topic of this reflective essay was Putting the Pieces Together. I
thought of what Dr. George Siemens had to say in his interview that
discussed the topic of Connectivism. He said that learning is
complicated and used the analogy of a puzzle box. Every piece of a
puzzle has a particular role. In addition, he stated that education is like
a weather system, lots of multiple impacting factors. Connectivism has
challenged me to consider the diversity of factors that affect the
learning process.
As I consider the technological advancements that have arisen over the
last twenty years, my view of technology has moved from a mere venue
to acquire knowledge but as realizing that it has transformed our
society and my own individual life in so many ways. It has helped
corporations to compete in an ever-changing global economy. It has
helped to provide a new level of motivation in young people to have a
passion for learning and that learning can even be fun. It has made
adults more productive in the workplace and in their personal lives to
pursue those things that have meaning to them, either intrinsic or
extrinsic importance. It has paved the way for a new generation of
learners to continue learning throughout their lifetime.

References
Learning Theories and Instruction, Laureate Education
Sandbridge, M Behaviorism
Siemens, G, Connectivism video, Laureate Education Inc

Instructional Design Learning

Venues Through Mindmapping
AUGUST 4, 2013

How My Connections Facilitate Learning

Social networking technology has dramatically changed the way that I
view learning. For the bulk of my life, learning has taken place
primarily through reading textbooks and listening to learned men and
women lecture on various topics. Blogs, wikis, and webinars have
given me a new perspective on learning and in fact have made learning
much more enjoyable. I would even go as far to say that technology
has increased my motivation to learn new things. Although there are
many digital tools that facilitate learning, Google is still my preferred

way of finding information. I have used Google to search for many

different scenarios including professional research, travel interests,
health issues, and how do I types of scenarios. However, web logs
(Blogs) and RSS feeds are dramatically increasing my learning by
allowing me to read other points of view as well as respond to others
with my own professional experiences and insights.
The abundance of Web 2.0 and Web 3.0 technologies lend themselves
quite well to the acquisition of new knowledge. I have not yet taken
full advantage of some of the emerging 3.0 technologies, especially in
relation to mobile applications. I am still learning and mastering Web
2.0 technologies such as blogs, wikis, etc.
Since Connectivism has much to say about social networking, I believe
that the central tenets of connectivism closely support my personal
learning network. Learning happens in many different ways. Courses,
email, learning communities, conversations, web search, reading blogs,
etc all contribute to individual learning by experiencing a diversity of
opinion and many opportunities for collaboration (Connectivism: A
Learning Theory for Todays Learner). Learning is certainly not a
one size fits all proposition. As George Siemens puts it Education is
complex, and complexity is like a weather system, lots of multiple
impacting factors . And I think thats what makes learning
challenging at yet interesting. After all, learning is for a lifetime.
References
Connectivism: A learning theory for todays learner, as retrieved from
http://www.connectivism.com
Siemens G, Connectivism video, Laureate Education, Inc.

CONNECTIVISM

Aside
0

This posting will examine the topic of how the brain coordinates all
learning, how information is processed, and problem solving methods
during the learning process. An article retrieved from the website
BrainConnection.com and an article written in a professional journal
entitled Brain and Cognition: a Journal of Clinical, Experimental, and
Theoretical Research will be used in my analysis.
According to Ashish Ranpura (March 2013), there are three types of
memory which include immediate memory, working memory, and long
term memory. Each of these memory types have a certain length of
duration ranging from just a few seconds (immediate memory) to many
years (long term memory). These memories can be declarative such as
remembering the first ten presidents of the United States or nondeclarative such as hopping on a bicycle and riding it. In the case of
riding a bicycle, we may not remember the mental processes that were
used in learning to ride the bicycle. We just hop on and start riding. I
suppose thats how the old cliche of its like learning to ride a bike,
once you learn you never forget got started.
Ranpura also addresses how memories are made. He believes that
memories are formed through associations. Our brain ties together all
of our five senses (sight, sound, smell, etc.) to form a
relationship. That relationship is made through reinforcement,
including repetition and practice. This process of converting working
memory into long term memory is called consolidation. Ranpura
believes that memory can be improved through the use of mnemonics
and repetitive rehearsal. Information in this article is useful in
understanding how things sink in to our memories versus what
causes us to forget many other pieces of information.
Mackie, VanDam, and Fan (August 2013), asserted that cognitive
control is important in allocating mental resources to achieve a specific
goal directed behavior. These scholars believe that cognitive control is
most important when there is competition for limited mental

resources. According to Mackie etal, cognitive control of mental

resources helps to reduce uncertainty in decision making. Decision
making was measured in terms of entropy, which is the amount of
information that must be processed before a response can be
made. Information in this article is important to the understanding of
how the brain processes information and how we learn to focus our
attention on the task at hand.
References:
Mackie, M, Van Dam, N, & Fan, J (2013), Vol 82(3), Brain and
Cognition: a Journal of Clinical, Experimental, and Theoretical
Research, pp. 301-12
Ranpura, (2013), How We Remember and Why We Forget
JULY 15, 2013

Instructional Design Blogging:

Thoughts and Reflections of
Three Existing Blogs
JULY 5, 2013

This is my first blog concerning instructional design and

technology. In fact, its my first blog for any topic. I can already see
how blogging can become addictive and the countless hours that can be
spent on this. However, learning comes from many different sources
and blogging seems to be a good way of disseminating information
from multiple perspectives. In this posting I am evaluating three blogs
related to learning theory and/or instructional design. The web logs
and brief descriptions of each are listed below;
melslearninglab.wordpress.com

This blog appears to be useful to both novice and seasoned instructional

designers. Articles of interest include videos related to the ADDIE
model of learning, storyboarding using some of the latest technologies,
managing multimedia, and designing virtual classes. The blog goes
inside the head and and shows how teachers, instructional designers, or
anyone who wants to help people learn how they can design instruction
to make these cognitive processes work well for the learner (Ormond,
Laureate Education).
captainflint006education.wordpress.com
A large number of postings in our discussion board has centered around
the constructivism learning theory. The main topic of this blog is how
learning materials are developed using the constructivist
approach. Constructivists considers all knowledge to be a human
construction. Learning is an internal process that occurs in the mind of
individuals (Learning Theories and Instruction, Laureate Education
Inc.) Constructivism is a theory that equates learning with creating
meaning from experience (Bednar et al, 1991 as cited by Ertmer and
Newby).
rtidt.wordpress.com
Project management and e-learning are two of the major topics
discussed in this blog. This blog will allow me to consider
instructional design within the context of budgeting and meeting
deadlines. Although instructional design and project management are
two different areas of expertise, they complement each other rather than
duplicate and both functionalities must be taken into consideration for
successful project implementation (Brandon, 2004).
References:
Brandon, Bill (Closing the loop in e-learning development: How to
reconnect instructional design and project management) October 2004

Ertmer & Newby(Performance Improvement Quarterly, 6(4), p. 62)

Ormrod, Jeanne (An introduction to learning, Laureate Education
Inc.)

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