Editor’s Note: `This is an interesting study on the anatomy of distance learning from the perspective of involved students, faculty, technologists, administrators and support staff. This is a good system study that highlights the complexities, human and technical, within the evolution of distance learning.

Socio-Technical System Advancements:
Making Distance Learning Changes That Count

Denise Land, Anthony Nwadei, Scott Stufflebeam, Cyril Olaka

Introduction

“Let the Knowledge Olympics begin. The torch of e-learning is ablaze”

(Bersch, 2001, p. 32).

The distance-learning environment taps innovative technologies to offer flexible and engaging adult learning opportunities. Students engaged in distance learning are able to learn anytime, anywhere, in a collaborative learning community. Online learning promotes the globalization of adult learning by opening the boundaries of learning (Neo & Eng, 2001).

This review of student suggestions regarding socio-technical redesign of distance learning venues to optimize human and technical resources, including the identification of associated learning benefits, provides a needed assessment of distance learning configuration. In addition, the authors present an analysis of anticipated reactions to conditions necessary for successful introduction of change.

 

Systems Theory Overview

In the 1950’s, German biophysiologist Ludwig von Bertalanffy introduced general systems theory based on the assumption that essential principles of system relationship governed and explained the relationships amongst and between the interrelated aspects of a system (Hatch, 1997). “Each part is conceived as affecting the others and each depends upon the whole” (Hatch, p.35). The two primary tenets of the general systems theory include the notion that the theory is relevant and applicable to any thing science can study, and that all systems can be divided into analyzable parts for the purpose of study, however their true systems essence can only be studied as a holistic system. “The implication is that, to comprehend a system, you must not merely analyze, you must also be willing to transcend the view of the individual parts to encounter the entire system at its own level of complexity” (Hatch, p.35). Online academic distance learning arenas, associated school administration, instructional facilitation, technological mechanisms, and students are accurately considered a system.

Bertalanffy (1968) stated that “systems theory is a broad view which far transcends technological problems and demands, a reorientation that has become necessary in science in general and in the gamut of disciplines from physics and biology to the behavioral and social sciences and to philosophy” (p. vii). Systems theory allows understanding of the structure and dynamics of all systems, allowing for the observation of relationships between various elements of a system viewed holistically versus elementally segregating isolated aspects of the overall system (von Bertalanffy, 1968). Systems philosophy is the “reorientation of thought and world view ensuing from the introduction of “system” as a new scientific paradigm (in contrast to the analytic, mechanistic, one-way causal paradigm of classical science)” (von Bertalanffy, 1968, p. xxi).

 

Suggested Socio-technical Modifications

Employment markets and employee positions of the present day and future challenge individuals to have greater, more comprehensive skill capacities and abilities, therefore higher education organizations are experiencing increased demand for a larger variety of rapid paced educational resource options for the adult learning community. “Within a context of rapid technological change and shifting market conditions, the American education system is challenged with providing increased educational opportunities without increased budgets” (Willis, guide 1, 2002). Many universities offer the adult learning community a technology based option for gaining institutionally provided learning experiences previously confined to the traditional classroom arena. The benefits of e-learning include: a) instantaneous materials access; b) convenience; c) improved learning retention; d) real-world application; e) practicality, flexibility and learning consistency; f) just-in-time information for career-active students; g) global incorporation of new concepts; h) minimal disruption of family and work life responsibilities; i) elimination of space, time and geographical constraints; j) increased peer interaction due to the collaborative learning environment; k) increased interaction with more accessible teachers; l) increased quality of learning with deeper critical reflection; and, m) increased access to information and other resources not available in traditional environments.

The distance-learning environment is never static, but reflects the dynamism of the learning communities. The dialog of the online classroom stimulates the learning environment in which students interact with each other to expand their ideas via electronic forums and communication tools such as learning group discussions, bulletin boards, Internet relay chat, newsgroup discussion, E-mails, etc. (Atwong et al, 1996; Natesan & Natesan, 1996; Seibert 1996; Siegel, 1996). The e-learning model assumes that learning is a social activity and learners tap the learning network to verbalize their thoughts. The technological advantage of online classrooms promotes active group learning through technology-mediated dialogs (Cordell, 1996). There is never a dull moment online due to the interactive nature of collaborative learning. In addition, the somewhat impersonal online medium promotes greater student reflection. For the student, online learning provides: a) greater cognitive development; b) critical thinking skills to challenge assumptions; c) exploration to further professional practice; d) empowerment of professionals to heighten personal responsibility toward creating social change; and, e) discovery of new knowledge.

Currently, many options exist including voice, video, data, and print medias for the gathering and facilitating of the adult learning process. “These types of programs can provide adults with a second chance at a college education, reach those disadvantaged by limited time, distance or physical disability, and update the knowledge base of workers at their places of employment” (Willis, guide 1, 2002).

Specific Suggested Socio-Technical Modifications:

·        Increased motivators and requirements for student-to-student interaction.

·        Timely teacher to student feedback; particularly that which is of the Socratic fashion of question asking and thought provoking reflections.

·        Use of voice instructional audio tools such as telephone conferencing, audio-conferencing, short-wave radio and audiotape lessons or materials.

·        Use of instructional video tools such as slides, videos, films, and video-conferencing.

·        Optimal implementation of electronic mail, fax, real-time computer conferencing and World-Wide Web applications.

·        Greater incorporation of most recent topic related print materials, including study guides, journal articles, textbooks, popular books, case studies and workbooks.

·        Focus on objectively achieving identified outcomes of the course.

·        Incorporation of interactive audio or video conferencing to cost-effectively incorporate guest speakers and content experts into course curriculum.

 

Expected Stakeholder Reaction to Change

Primary stakeholders include students, student employers, student family members, university faculty, university support staff, and university administration. The possibility exists that all stakeholders will experience an increased level of initial stress due in part to the increased expectations of unilateral application of all suggestions. This stress is further increased by the speed in which change occurs. Unlike the metamorphosis of the butterfly, change no longer evolves over long periods of time. Now, with organizational change such as that evident in academic course re-structuring, it often feels like being part of an accelerated metamorphic process with insufficient time to adjust from one stage to the next. Once upon a time, only buildings were stressed and people could be tired, worried, anxious, nervous, uncertain, or working long hours. In more recent times, 'stress' has evolved from an engineering term to a culture construct (Columbia University, 1998). During major organizational change, the most important and difficult journey individuals need to make is the internal process of change (Bridges, 1995). While many of the external aspects of change happen according to schedule, the internal transition from denial and resistance to acceptance and commitment is a different story. Changing structures and developing new processes and procedures challenges stakeholders' beliefs as to their own identity and values. Individuals may experience feelings of disorientation, insecurity and uncertainty. Stakeholders may display a variety of emotional reactions regarding restructuring decisions and behaviors that, in stakeholder perception, have robbed them of a known way of life and imagined security, and cast uncertain shadows on their future academic activities.

Based on the assumption that emotional and behavioral reactions are largely caused by conscious and unconscious beliefs, in addition to systemic relationships, the goal is to help stakeholders begin to understand the links between their own ways of thinking in response to change and their increased stress levels. Action planning and practice are crucial elements because beliefs and ways of thinking are the product of long-term learning and will not change without sustained hard work, in addition to the ingredients necessary for effective change processes. In changing, people are giving up part of themselves and letting go of ideas and practices they have long used to make sense of the world and of themselves. When practicing new behaviors, people experience feelings of insecurity and uncertainty. This anxiety along with other adverse affects of change can be reduced or eliminated by ensuring that all of the key ingredients of successful change are included in any plan and process for change. Effective change is made possible through provision of vision + skills + incentives + resources + action planning.

 

Key Ingredients to Managing Complex Change:
 

From the stakeholder perspective, developing attitudes for successful self-management through the change process means learning to screen the input from situations, events and other people and process it appropriately. Provided with the ingredients for a successful change process, stakeholders can learn to sort, toss, keep or redirect incoming information by learning to be alert to their own emotional responses and inner dialogue.

 

Conditions Necessary for Successful Introduction

In most organizations, events happen that stakeholders disagree with, yet remain out of their control to stop or change. Some form of organizational change will always be present, resulting in increased workload, deadlines, conflicts, uncertainty and frustration. In developing the program our goal was not to eliminate stress (there is no magical 'cure'), but to offer tools to manage it and methods to help minimize its effects. The goal of leadership is to help stakeholders begin to understand the links between their own ways of thinking in response to change and their increased stress levels. Within organizational change, people will experience things they cannot control. At times, stakeholders are forced to make some difficult or painful changes where desirable choices seem non-existent. Unfortunately, people may direct their attention to the things they cannot control, resulting in reduced awareness of available choices and feelings of being trapped. This results in higher stress levels and decreased effectiveness. Working with stakeholders to identify what they can and cannot control about the changes they will be experiencing leads to realizations like the following:

 

“Successful distance education programs rely on the consistent and integrated efforts of students, faculty, facilitators, support staff, and administrators. Without exception, effective distance education programs begin with careful planning and a focused understanding of course requirements and student needs”
(Willis, guide 1, 2002).

While administrators of educational institutions often focus on the technical requirements of early implementation activities with distance learning strategies, later administrative emphasis is more appropriately focused on coalition and consensus building. Necessary for successful introduction of any change is visionary leadership, which can bring together the forces and resources necessary for successful implementation. In particular, administrative leadership and faculty will need to have in place trained and efficient support staff with the necessary resources to facilitate distribution and access to all course materials and technology for easy student access and use.

 

Faculty Strategies for an Improved Transition Process:

·        Develop an understanding of the characteristics and needs of distant learning students with little first-hand experience and limited, if any, face-to-face contact.

·        Adapt teaching styles taking into consideration the needs and expectations of multiple, often diverse, audiences.

·        Develop a working understanding of delivery technology, while remaining focused on the teaching role.

·        Function effectively as a skilled facilitator as well as content provider (Willis, guide 1, 2002).

 

Improved Planning and Organization
for Successful Implementation:

Before developing something new, check and review existing materials for content and presentation ideas (Willis, guide 2, 2002)

Hands-on training with the technology of delivery is critical for both teacher and students. Consider a pre-class session in which the class meets informally using the delivery technology and learns about the roles and responsibilities of technical support staff (Willis, guide 2, 2002).

At the start of class, initiate a frank discussion to set rules, guidelines, and standards. Once procedures have been established, consistently uphold them (Willis, guide 2, 2002).

By its very nature, distance education relies heavily on the individual students' ability to manage and control their personal and situational circumstances to be successful. Academic achievement correlates with more positive internal beliefs (Findley & Cooper, 1983; Phares, 1976; Riipinen, 1994). These include: competitiveness, motivation to learn for its own sake rather than for performance, and motivation to avoid failure (Eppler & Harju, 1997; Platow & Shave, 1995; Thorne, 1995).

In reflection, additional keys to success include:

a)      the ability to balance student studies with other personal and work commitments;

b)      comprehensive orientation to expectations and learning objectives;

c)      universal and user-friendly technology support;

d)      a positive attitude about overcoming obstacles and challenges;

e)      record achievements, learnings and useful resources; and,

f)        get appropriate training to master basic academic skills, such as library and writing skills is especially helpful.

For the adult learner, the principles of online learning are compatible with the strategies of adult learning that include: self-directed learning, using past experience as a resource base for learning, fitting new knowledge into current work and personal life situations, real-life problems-solving advantages, and time-management advantages for the time conscious student.

For teachers, facilitating a distance-learning program is a very different skill from lecturing or other forms of instruction in which the teacher dominates. Teachers need to be able to assess students' readiness for such learning and guide them from a position of dependence to independence. Teachers should provide a structure, in terms of offering guidance, checking plans, suggesting resources, and clarifying the basis on which work will be judged. Teachers have all heard the call "Back to Basics!" Effective strategies include:

a)      creating an awareness of the strategy to be learned,

b)      modeling the strategy,

c)      providing practice in the use of the strategy, and,

d)      applying the strategy in real-life situations.

The most in-depth and perhaps most important goal of teaching is to enhance comprehension, learning is more meaningful when students are active participants. We all remember best that in which we take an active part. Higher-level critical thinking skills are an important part of comprehension. Asking questions that cause students to use inductive thinking is important. Another strategy is to provide activities that are open ended and allow students the opportunity to come up with a variety of answers. In addition, having to explain how they arrived at their choice and discerning whether or not they have used logical thinking is also important to student development.

 

Conclusion

For the student eager to engage in the advantages and stimulation of an active adult learning environment distance learning education programs are highly advantageous. Few learning opportunities can provide the combination of enriched collaborative learning environments offered by a quality on-line environment with the freedom and flexibility advantages necessary for the success and inclusion of active professionals. In addition, the collegial support of cohort learning partners and professors with professional experience greatly enrich the environment, the learning challenge, and the learning outcomes.

Checkland defines systems thinking as: "an epistemology which, when applied to human activity is based upon the four basic ideas: emergence, hierarchy, communication, and control as characteristics of systems. When applied to natural or designed systems the crucial characteristic is the emergent properties of the whole" (Checkland, 1999, p. 318). Systems theory emphasizes the capacity to realize the relationships, structures and patterns of the whole, versus segmentation and analysis of separate parts (Checkland, 1999; Senge, 1990). Understanding systems theory allows for the witnessing of system-based relationships contributing to cause and effect reactions versus the alternative of focusing on the outcome symptoms. “Research comparing distance education to traditional face-to-face instruction indicates that teaching and studying at a distance can be as effective as traditional instruction, when the method and technologies used are appropriate to the instructional tasks, there is student-to-student interaction, and when there is timely teacher-to-student feedback (Moore & Thompson, 1990; Verduin & Clark, 1991)” (Willis, guide 1, 2002).

 

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About the Authors

Denise Land is Deputy Director of the Child Abuse Prevention Council of Placer County. She is responsible for fund development, finance administration, multi-agency collaboration and integration strategies, fee reimbursement strategies, and family support program technical assistance. Ms. Land has had experience working with diverse communities, particularly in the areas of child development and child abuse prevention and intervention. She holds an MSW and a BS in Gerontology. She is currently a Doctor of Management student at the University of Phoenix.

 

Anthony Chiedu Nwadei is a doctoral candidate of the University of Phoenix Doctor of Management, Organizational Leadership online program. He holds a B.Sc. (Hons.) and M.Sc. degrees in Mechanical Engineering and MBA.

 

Scott Dwain Stufflebeam is a consultant and an attorney focusing upon organizations, human resources, and real estate. He was president of First American Title Company with over twenty years of experience in management. He is currently enrolled in the doctorate program at University of Phoenix.

 

Cyril Olaka is a business consultant in Dallas, Texas. He attended Minnesota State University, Mankato, Minnesota, where he obtained Master of Business Administration (MBA) degree in March 1985. He also obtained Bachelor of Science degree in February 1993 and Bachelor of Arts degree in Economics in March 1995 from Bemidji State University, Bemidji, Minnesota. He is currently pursuing Doctor of Management in Organizational Leadership in University of Phoenix.