Blog Post #2: A Response to the Limits of Distance Distributed Learning
After reading Dr. Power's blog post regarding the limits of distributed learning I immediately had some strong opinions about the shortcomings to learning this way for STEM courses, coming from a Science background myself. The post also made me think about the three very unengaging asynchronous online courses I have previously taken and how I felt they weren't successfully I will discuss my thoughts on some concerns with distributed learning in this blog post while addressing the following guiding questions:
1) Why the change from distance learning to distributed learning?
2) Are some subject areas better suited to distributed learning than others?
3) Are there examples of successful distributed learning in STEM courses?
4) What technologies/methods could be help break down barriers in distributed learning for some courses?
1) Why the change from distance learning to distributed learning?
2) Are some subject areas better suited to distributed learning than others?
3) Are there examples of successful distributed learning in STEM courses?
4) What technologies/methods could be help break down barriers in distributed learning for some courses?
What's in a word?
I personally feel that the term "distance learning" sounds like an alternative option to the real deal. It suggests that it is a form of learning for students who are geographically located far away from Universities/Colleges or for students who are disadvantaged in some way that prevents them from having the privilege to attend school. Distributed learning sounds like a type of learning that is still very accessible but an option for all learners regardless of their geographic location or personal situations.
Distributed learning can be defined as a learner centered approach to learning that incorporates a variety of technologies and is delivered in both asynchronous and real time models (Matheos & Archer, 2004). Another distinction between distance learning and distributed learning is that distributed learning is serving not only the traditional distance education students but also on campus students and because of this is becoming a larger focus of educational institution's operations (Matheos & Archer, 2004).
Distributed learning can be defined as a learner centered approach to learning that incorporates a variety of technologies and is delivered in both asynchronous and real time models (Matheos & Archer, 2004). Another distinction between distance learning and distributed learning is that distributed learning is serving not only the traditional distance education students but also on campus students and because of this is becoming a larger focus of educational institution's operations (Matheos & Archer, 2004).
Does Subject area matter?
Having completed a Bachelor of Science degree as an on campus student I can't imagine using distributed learning for Science courses. The main reason for this opinion is based on the fact that much of the learning in the Sciences (Biology, Chemistry, and Physics) is based on laboratory experiments. In order to be engaged in the Scientific method and inquiry process you require laboratory skills that have to be practiced in an actual lab where you can complete hands-on experiments. For example learning to use a pipette can not be done in a virtual lab simulation. You may be able to watch videos and conduct a virtual lab but you can not say you are proficient at using a pipette unless you have actually used a pipette.
Blended learning could be a solution for the need to develop both content knowledge and laboratory skill. Students could learn content through distributed learning and then perform lab experiments once weekly or monthly on campus. In addition to a final exam there could be a lab exam as well to ensure content and skill are evaluated.
Blended learning could be a solution for the need to develop both content knowledge and laboratory skill. Students could learn content through distributed learning and then perform lab experiments once weekly or monthly on campus. In addition to a final exam there could be a lab exam as well to ensure content and skill are evaluated.
Successful distributed learning in Science
A school district in Florida has created an online STEM course entitled "Computer applications in Science and Engineering" that is taught through a virtual school using Moodle (Just & Thomas, 2011). This course was delivered in hopes to make more students reach proficiency in these subjects while solving the problem of not having enough Math and Science teachers (Just and Thomas, 2011).
Distributed learning in STEM courses could address accessibility to Science and Math instruction. Today's society requires learners to keep up with advances in Science, but in order to do so using traditional instruction a new University would have to open every week (Borgman et al, 2008). The use of distributed learning could help with the issue of accessibility through the use of technology, sophisticated tools, and an increased understanding of how people learn (Borgman et al, 2008).
Distributed learning in STEM courses could address accessibility to Science and Math instruction. Today's society requires learners to keep up with advances in Science, but in order to do so using traditional instruction a new University would have to open every week (Borgman et al, 2008). The use of distributed learning could help with the issue of accessibility through the use of technology, sophisticated tools, and an increased understanding of how people learn (Borgman et al, 2008).
Technologies and methods to break down barriers in distributed learning
Ask any teacher who has taken an online AQ course how engaging it was and I'm confident most would say it was not. AQ (Additional Qualification) courses are taken by teachers to obtain a new teachable subject or develop skill and knowledge in some area of Education (for example technology or reading strategies). Online AQ courses are common because they offer a flexible schedule which is convenient for busy teachers. The three AQ courses I have taken have all used Desire2Learn as the learning management system. Each module has a variety of readings and activities that teachers complete at their own pace by the posted due date. There is often a discussion post component where teachers write posts about a topic and then write forced responses to what other classmates wrote (because this is a course requirement). Students never meet each other, there is usually little to no collaboration, and the activities are not meaningful or authentic. These courses are missing the real-time component that a successful distributed learning course should include. This lack of learning community and authenticity is a barriers to learning and does not make for an engaging learning experience.
There are many technologies that can break down the barrier to asynchronous learning environments. Many Web 2.0 tools can aid in provided asynchronous environments with real-time learning opportunities. Technologies such as Skype, Adobe Connect, Google Hang outs, and many collaborative tools (wikis, weebly, google docs) are just a few examples. The figure below used by the National Science Foundation Task Force on Cyberlearning shows advances in communication over time.
(Brogman et al, 2008).
References
Borgman, C. L., Abelson, H., Dirks, L., Johnson, R., Koedinger, K. R., Linn, M. C., ... & Smith, M. S. (2008). Fostering learning in the networked world: The cyberlearning opportunity and challenge. A 21st century agenda for the National Science Foundation. Report of the NSF task force on cyberlearning.
Just, J. N., & Thomas, P. (2011). Online STEM course at the Pinellas virtual school. Distance Learning, 8(4), 69+. Retrieved from http://go.galegroup.com.uproxy.library.dc-uoit.ca/ps/i.do? p=AONE&u=ko_acd_uoo&id=GALE|A284016092&v=2.1&it=r&sid=summon&userGroup=ko_acd_uoo&authCount=1#
Matheos, K. & Archer, W. (2004) From distance education to distributed learning: Surviving and thriving. Online Journal of Distance Education Administration, 7(4) Retrieved from http://www.westga.edu/%7Edistance/ojdla/winter74/matheos74.htm
Just, J. N., & Thomas, P. (2011). Online STEM course at the Pinellas virtual school. Distance Learning, 8(4), 69+. Retrieved from http://go.galegroup.com.uproxy.library.dc-uoit.ca/ps/i.do? p=AONE&u=ko_acd_uoo&id=GALE|A284016092&v=2.1&it=r&sid=summon&userGroup=ko_acd_uoo&authCount=1#
Matheos, K. & Archer, W. (2004) From distance education to distributed learning: Surviving and thriving. Online Journal of Distance Education Administration, 7(4) Retrieved from http://www.westga.edu/%7Edistance/ojdla/winter74/matheos74.htm
Responses to Student's Week 2 Blog Posts
1) Laura Smart: I find it interesting that you took courses at the high school level that were 100% online. When I was in school we didn't have this option, and even now I do not have any students that are currently in online courses (that I know of). Our adult education school in the school board does however offer online courses. As I read your blog it made me wonder if personal growth and education experience play a factor in how engaged a learner is in an online course. You mentioned that you felt your online courses were missing something but you feel that this course has given you a better learning experience and you are communicating using different tools and engaging in the process of learning. When I think back to myself as a high school learner I wonder if I would have been engaged in any form of online course? I feel that I have grown so much as a learner and I now know that if I put more into the learning process I will get more out of it. Thanks for sharing your experiences!2) Melissa Taaffe: As a Math teacher I really enjoyed your example of using computers as a learning tool to help give context to Math (using the example of pythagorean theorem). One of the biggest obstacles in Math education are students pre-conceived attitudes about Math and the age old question of "when will I ever use this". Giving math content a relatable context is so crucial in engaging students. It can also be a challenge depending on the Math being taught. I think there should be more professional development surrounding making math relevant. Thank you for sharing the TED talk video!
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