Running head: IMPLEMENTING DISTANCE EDUCATION

Implementing Distance Education: A Summary of Modules 6-10 Meredith Bell Texas Tech University

IMPLEMENTING DISTANCE EDUCATION

Abstract Implementing a distance education program requires a great deal of preparation and support from all stakeholders, including the administration, instructors and students. The appropriate instructional design must be selected for the technology that is available. Because the curriculum is the centerpiece of any course, matching the content to the resources is essential. Both students and instructors must be prepared to use the technology and have the ability to communicate effectively in a variety of ways. Distance education is very different from the traditional classroom, and participants must have the right attitude to be successful. Administrators must be willing to procure the right technology and staff while providing proper training to students and instructors. The shift in to distance learning requires oversight to ensure that the education is just as effective as traditional instruction and that all policies and regulations are in compliance. Ethics on issues like copyrighting become even more important as the access to digital media expands.

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Implementing Distance Education: A Summary of Modules 6-10 Distance education courses and degrees are on the rise around the globe, but successful programs require a great deal of planning prior to implementation. Administrators must put the right infrastructure in place so that students and instructors have the resources needed to be successful. The instruction should be designed around the content and infrastructure, and students and teachers must be prepared for the transition. Module 6- Instructional Design Planning is essential for success in any type of classroom, and distance education courses require that lessons are thoroughly planned out in advance. Lessons must cover the content while engaging students and allowing them to interact with others. Students can easily feel isolated in a distance course if they do not feel a connection with the teacher or other students. Instructional design can be defined as "the process by which instruction is improved through the analysis of learning needs and systematic development of learning materials" (Culatta, 2013). Planning should take into account the students and their abilities and learner interactions while providing structure, content knowledge and relevance (Simonson, Smaldino, Albright, & Zvacek, 2012). Goals and objectives should be clear so students can guide their own learning appropriately. The curriculum must have a solid structure and students should have access to the proper technology. The structure for web based courses may follow one of four models: linear, branched, hypercontent or learner designed instruction. Linear designed instruction forces students to progress through the material in a specified order with no flexibility, while branching allows for some flexibility within a module. Hypercontent design allows students to progress through the topics within a module in any order while learner directed design allows students to progress through the lessons and modules in any order they choose. Because of district and state

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mandated assessments, most schools function on the linear model. A set curriculum exists with a predetermined order to correspond with the mandatory assessments. The course management systems are an important factor in how the curriculum is set up and administered to students at a distance. Instructors must plan appropriate lessons and activities for the system that is present, and using the appropriate type of communication is important as well. Student and technological limitations should be considered when planning out a distance education course. The unit-module topic model for instruction is a beneficial format because it provides clear organization of the content and suggested sequence (Simonson et al., 2012). Instructors must also have clear guidelines as well as quick and effective communication with students. In Physics, the linear model makes sense as the curriculum constantly builds on itself. However, some modules could be rearranged, but the topics within them should stay in a certain order. The teacher could move into hypercontent or learner-designed instruction by providing suggested paths of learning and assisting students in selecting the most beneficial path for their individual needs. If I were to design my own course, it would be a hybrid with both synchronous and asynchronous components. The majority of student communication and information would come from asynchronous communication like email or in a system such as Blackboard. Some group work and possibly live lab meetings or videoconferences would need to take place as well. Overall, the instructional design must focus on balancing the content with the needs of the learners and the capability of the course management program that will be used. Module 7- The Distance Learner Students and instructors who are new to distance education may be surprised by the different expectations of online courses compared to face-to-face instruction. Working with new

IMPLEMENTING DISTANCE EDUCATION technology can be overwhelming, classroom culture is established in a very different way, and clear communication is more important than ever. Students must have access to the right technology, a good attitude and strong communication skills. The instructor also plays an important role in the success of the student learner through planning and communication. Technology Distance education courses have technology requirements like access to a computer, the

internet and special software. To participate in videoconferences, one may need a webcam with a working microphone and speakers. Students can ask the instructor or consult the syllabus if she has questions about the course, and they should also find out if her institution has a help desk that can assist her with hardware or software issues. Videoconferencing requires access to quiet locations with a strong internet connection, so it is important to have such an environment at meeting times (Simonson et al., 2012). The more technologically prepared students are, the more time can be spent focusing on the content. Instructors should provide a list of the required materials as soon as possible to students, and a list of appropriate trainings or resources for help may be beneficial. Cost may be prohibitive for some students, and it should be considered when designing the course. At the beginning of the course, the instructor should give basic assignments using the different types of programs to give students some practice and the opportunity to get help (Simonson et al., 2012). For students to be successful on assignments, instructors must plan ahead to help students master the technology required in distance education. Attitude Success in distance education is highly dependent on the attitude of the student. Students must be self-motivated and be responsible for her own deadlines and assignments. Flexibility is

IMPLEMENTING DISTANCE EDUCATION an attractive feature of distance education, but it can become problematic is students get too far off of schedule. Self-discipline is very important when a course is self paced (Network, 2010). students must make an effort to interact with peers and the instructor (University, 2000). Because online learning can feel isolating, it is important to connect with others to establish a solid classroom community (Simonson et al., 2012). Collaboration with others can provide a deeper level of understanding while also making one feel more connected to the class. For this connection to occur. Communication Skills Effective and efficient communication is important in every classroom, whether face-toface or online. Email, message boards, videoconferencing and online chatting are all tools that may be used in a distance course, and students must feel comfortable with each of them. Instructors should create a safe environment where students feel comfortable asking for help or

advice. All parties must be capable of using correct and proper grammar to communicate ideas, and they must keep communication professional (Lindsay & Davis, 2012). Online etiquette is important for building trust and respect with the instructor and classmates. Instructors must have frequent and meaningful contact with each and every student, and responses should be sent in a timely fashion. Message boards are another way for students and teachers to learn more about each other. In a physical classroom, class discussions often serve as formative assessments, and class discussions on a message board can serve the same purpose in an online setting. Teacher intervention can occur early and often if the instructor constantly assesses the progress of students in the course (Lindsay & Davis, 2012). All documents must be extremely clear, detailed and easily accessed so that students have a good understanding of class or assignment expectations.

IMPLEMENTING DISTANCE EDUCATION Expectations for both the course and individual assignments should be clear, and a detailed syllabus should explain required materials and the format of the instruction (Simonson et al., 2012). Expectations of the course should be kept consistent both before and after the assignments so that students have a clear picture of what they should be learning. Module 8- Teaching at a Distance Distance education is very different than the traditional classroom. The instructor provides resources to students so they can guide their own learning. For the student-centered course to be successful, the teacher must be organized and effectively communicate the expectations for the assignments. They syllabus is a very important tool that provides those

expectations along with deadlines and general information that students may need throughout the course. To keep students from feeling isolated, learning communities should be created through message boards, blogs or videoconferencing. The instructor should work those activities into the curriculum to help students connect with each other and be active participants in their learning (Simonson et al., 2012). Students in distance education have different learning styles, so the instructor must also present the information in multiple formats. Video lectures, textbooks, research articles and group projects can be used to cover material in different ways. Both synchronous and asynchronous communication can be beneficial, but they must be used in a way that meets the needs of the students and the curriculum (Lindsay & Davis, 2012). Technology is critical to the distance classroom, so an easy to use course management system is necessary. Students should be given time to learn how to use the system and should have access to help when needed. Instructors must communicate effectively and regularly to keep students engaged and on the right track. Educators must understand that teaching at a distance is a different experience than the face to face classroom and be ready to adapt accordingly. The course must

IMPLEMENTING DISTANCE EDUCATION have the same rigor and outcomes as a traditional course, and the institution must be willing to fulfill the technological and administrative needs of a distance education program. Module 9- The Management and Administration For an institution to successfully utilize distance education, the administrators and leaders must have an appropriate foundation in place. They must ensure that there is a demand for the

programs and that resources are available for both students and instructors. Students and faculty may both need training for a new distance program to be successful ("Tips for Creating a Distance Learning Program"). Distance students must receive the same level of support as on campus students and should receive the same education (Simonson et al., 2012). The technology must be up-to-date, appropriate for instruction and accessible for all students. The policies must abide by all laws such as the Americans with Disabilities Act, and the quality of instruction must meet industry standards to maintain accreditation. Policy documents tend to revolve around the four subsystems: regulatory, course, student and logistical. Regulatory policies ensure that that distance education courses and components are in compliance with all state and district policies, curriculum meets the standards and funding is appropriate. Course policies focus on keeping the curriculum constant, making sure the instruction is appropriate and that the necessary resources are in place. The student regulations set the expectations for students and instructors about what will be taking place in the classroom and how communication will occur. The logistical subsystem is made up of the technology resources and training required to keep a distance education up and running. Module 10- Copyright Issues The internet provides a seemingly limitless amount of resources, so it is important to understand copyright laws so that any work is properly protected. The four main components of fair use

IMPLEMENTING DISTANCE EDUCATION consider the purpose, type and amount of the work being used as well as market value (Simonson et al., 2012). Use of nonfiction works in a non-profit educational setting in small

amounts is likely to be considered fair use if the author is not losing out on a significant financial opportunity. One surprising fact about copyrighting is that a work does not have to be published and/or registered with the United States Copyright Office to be protected. Any work that is placed on the internet may be protected, and permission should be obtained in most scenarios. Copyright laws protect works for a large number of years, but the time limits vary based on when the documents were authored. Printed text is not the only medium that is protected by copyright laws, and both students and instructors must pay attention to their use of videos, digital images and online information. The safest thing is to request permission from the author or publisher

to use any information that may not be considered fair use or is covered by the TEACH Act (Simonson et al., 2012). While the TEACH Act gives teachers permission to use all types of media in a nonprofit educational setting, "there is still a considerable gap between what the statute authorizes for face-to-face teaching and for distance education" (Harper, 2007). As digital media continues to expand and change, the copyright laws will have to adapt as well.

IMPLEMENTING DISTANCE EDUCATION 10 References Culatta, R. (2013). Instructional Design. 2013, from http://www.instructionaldesign.org/ Harper, G. K. (2007). Copyright Crash Course. 2013, from http://copyright.lib.utexas.edu/teachact.html Lindsay, J., & Davis, V. (2012). Flattening Classrooms, Engaging Minds: Move to Global Collaboration One Step At a Time: Pearson. Network, I. O. (2010). Online Education Resources- Pedagogy and Learning. from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/StudentProfile.asp Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (Fifth ed.). Boston, MA: Pearson Edcuation, Inc. Tips for Creating a Distance Learning Program. 2013, from http://www.cincinnatistate.edu/online/facultyresources/Tips%20for%20developing%20a%20distance%20learning%20program.pdf University, P. (2000). Study Guide: Five Steps to Online Learning. from http://support.csis.pace.edu/nactel/gotoclass/onlinelearningguide.cfm