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You are here: Home / 2017 / Archives for January 2017

Archives for January 2017

January 25, 2017

The Human Dynamics of Learning:The Virtual Instructorled Classroom

 


This blog post written by:
Dr. Jolly T. Holden
USDLA Chair Emeritus
Advisory Board Chair

 

“I do not know any innovation upon existing methods more radical and revolutionary than this”

Although this quote sounds as if it were referring to a new technological breakthrough, in reality, this profound statement was uttered by the Reverend Joseph H. Odell, D. D. (1910) in his address titled “The New Era in Education: A Study of the Psychology of Correspondence Methods of Instruction” delivered in November of 1910 at the dedication of the instruction building of the International Correspondence Schools in Scranton Pennsylvania.

Fast forward a 106 years, and the above statement would be applicable today. In fact, it could accompany the marketing of any new and innovative technology used to deliver instruction today. So when I received my weekly Chief Learning Officer newsletter announcing “Why More Enterprise Companies are Adopting Virtual Instructor-Led Training over Traditional Classroom Training”, I viewed it with a little skepticism. What was this new technology that touted virtual training as being one of the most effective ‘new’ ways to deliver high-impact learning programs to a global audience…the benefits of this training delivery method includes lower delivery costs, broader student reach, and higher knowledge retention.”

The attributes of this new instructional delivery medium integrated a visual component (PowerPoint) with live [instructor-led] audio where the students can interact via a conference phone bridge, or by typing in a text response into a chat box. Not to keep you in suspense any longer, the announcement was about a web conferencing solution. Hmmm…seems to me I recall a similar application of the same concept (albeit different technology) used 30 years ago. This legacy solution was called audiographics, and integrated text/images delivered via a computer tablet and/or the use of an electronic whiteboard and a POTs (plain old telephone) phone bridge.

Sound familiar? Same idea, new wrapper…which ironically, uses the same [old as in legacy] phone lines as does the web conferencing solution of today but digitally! Furthermore, the concept of integrating live [instructor-led] video into a distance learning solution was practiced well over 3 decades ago where it was called Instructional TV (ITV)/Video Teletraining (VTT) and delivered via satellite or video teleconferencing (VTC)—both still in use today, albeit vastly improved.

That said, web conferencing is a very efficient solution since it leverages the ubiquitousness of the internet, and some say easier to use (a debatable point), but it’s still the same idea wrapped in a newer technology. The point is this: there will always be newer technologies that can delivery instruction more efficiently, but when it comes to instructional media, it’s the message that counts, not the technology. This point was made years ago, and is still appropriate today:

“The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in nutrition… only the content of the vehicle can influence achievement”

Richard Clark, Review of Educational Research Journal, 1993

So it all comes down to this—is any medium used to delivery instruction as effective as the traditional classroom? Consider this–one element of the traditional classroom that cannot be emulated is least technological component: The live instructor. It’s no wonder new and innovative instructional technologies want to emulate the traditional instructor-led classroom—the one element that makes both effective is the instructor. So why is the traditional classroom preferred, and why won’t it go away anytime soon? There are a number of reasons, but perhaps it comes down to simply the human dynamics of learning…we are a gregarious species that embraces human interaction and presence.

Check out these upcoming USDLA events:

USDLA 2017 National Conference, April 30 – May 3, 2017 in Indianapolis, IN

The USDLA 2017 National Conference is the premier event for professionals in the distance learning industry. This year’s conference celebrates USDLA’s 30th year and promises to deliver an action-packed agenda that will bring together distance learning practitioners from across the country and around the world.

Submit an Award Nomination Today!!!

The United States Distance Learning Association, the nation’s premier distance learning association since 1987 presents its NEWLY REVISED International Distance Learning Awards Program, the premier awards for the distance learning industry.

About United States Distance Learning Association (USDLA)

The United States Distance Learning Association (USDLA) is a non-profit association formed in 1987 with headquarters in Boston, Massachusetts. The association reaches 20,000 people globally with sponsors and members operating in and influencing 46% of the $913 billion dollar U.S. education and training market. USDLA promotes the development and application of distance learning for education and training and serves the needs of the distance learning community by providing advocacy, information, networking and opportunity. Distance learning and training constituencies served include pre-k-12 education, higher and continuing education, home schooling as well as business, corporate, military, government and telehealth markets.

 

Filed Under: General News

January 18, 2017

Can a Very Large Undergraduate Course Include Peer-to-peer Activity? Yes it can!


This blog post written by:
Linda Dickeson
USDLA Chair of State Chapters

 

As a fairly new USDLA member, I’m developing deep respect and admiration for the innovative educators and programs honored each year at the USDLA awards ceremony. Each year the United States Distance Learning Association (USDLA) recognizes the preeminent distance learning practitioners from around the world, saluting some often unsung but hardworking professionals and also showcasing the “best of the best” so that others may admire and emulate their excellence and innovation. Our USDLA blog will be featuring a different 2016 USDLA Award Winner over the next several months.

A required course, MGMT3013: Fundamentals of Management, in the Oklahoma State University’s Spears School of Business received a major make-over under the leadership of Dr. Jim Pappas, Management Department Head. This 12-week course is required for all undergraduate business majors and typically has over 170 students enrolled. In order to increase student retention, engagement needed to be increased. How can a large group of students be provided opportunities for engagement without increasing instructor workload? The course was completely redesigned over two semesters with help from the college’s Distance Learning staff, including video production, test administration, instructional design, and multimedia A1:X15.

To include interactivity with peers, sub-grouping was necessary in this large group. After taking a Myers-Briggs assessment, students posted to discussion boards in the group that shares their personality type (16 types). Students were also put into small “study buddy” groups, where they first exchanged some personal information about each other and then were encouraged to email each other (as well as the Teaching Assistant, for accountability) with any questions or concerns about the course.

To improve student retention and success, Dr. Pappas and the instructional designer set up an Intelligent Agent within the LMS to check for any students who have not logged in within five days. Each Friday, and email composed by Dr. Pappas in advance goes out to nudge them to log into the course to see what they have missed.

Student learning was also enhanced by including multiple visual, textual, kinesthetic and/or auditory activities to enhance learning. Various media includes high quality instructional videos; interactive text, practice, and quizzes in McGraw Hill’s LearnSmart; and custom-designed visuals. Custom icons were created and strategically placed throughout the course to signal certain types of content or interactions.

With multiple types of formative and summative assessments, students have opportunities to prove their learning in various ways. The formative assessments consist of the LearnSmart modules, quizzes, extra credit video case quizzes, and discussions. The summative assessments are three proctored exams.

This amazing course make-over will prove that interactivity (with content, peers and the instructor), combined with good design concepts, easy navigation and multiple types of assessments will surely improve student retention and success!

Check out these upcoming USDLA events:

USDLA 2017 National Conference, April 30 – May 3, 2017 in Indianapolis, IN

The USDLA 2017 National Conference is the premier event for professionals in the distance learning industry. This year’s conference celebrates USDLA’s 30th year and promises to deliver an action-packed agenda that will bring together distance learning practitioners from across the country and around the world.

About United States Distance Learning Association (USDLA)

The United States Distance Learning Association (USDLA) is a non-profit association formed in 1987 with headquarters in Boston, Massachusetts. The association reaches 20,000 people globally with sponsors and members operating in and influencing 46% of the $913 billion dollar U.S. education and training market. USDLA promotes the development and application of distance learning for education and training and serves the needs of the distance learning community by providing advocacy, information, networking and opportunity. Distance learning and training constituencies served include pre-k-12 education, higher and continuing education, home schooling as well as business, corporate, military, government and telehealth markets.

 

 

Filed Under: General News

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