Converting to a Distance Learning Format

In chapter 12 of Teaching and Learning at a Distance: Foundations of Distance Education by Simonson, Smaldino, Albright & Zvacek, there is a section titled, Distance Education: Eight Steps for Transforming an Organization.In the above scenario, the facilitator has identified the need to take his training to a new level in order to extract the quality necessary for his trainees success. He sees the original formula is not working any longer.  Based upon the the eight steps highlighted in Teaching and Learning at a Distance: Foundations of Distance Education by Simonson, Smaldino, Albright & Zvacek, the leader must “first establish a sense of urgency” (Simonson, Smaldino, Albright, & Zvacek, 2009).  He saw the opportunity and maximized it by approaching his supervisor and sharing his valid concern, reasons, and solution. He obtained permission and buy-in.  

Next, Simonson, Smaldino, Albright, & Zvacek  indicate the need to “form a powerful planning group”(Simonson et al, 2009). The facilitator will want to follow this advice by inviting key people from existing departments to contribute to the effort in order for it to be done well. For example, he should seek out colleagues who share his vision and go from there adding others with expertise.

Step three is for the leader to formulate the vision itself, followed by communicating the vision. In our scenario, the facilitator has already set the stage for these two steps when communicating with upper-level management and his planning group. The planning group will serve as the cheerleaders behind the transformation. They are the biggest supporters and will spread the word, thereby creating buy-in and expectation from outsiders.

Step five is to delegate to supporters. Give them ownership interest in the project. Allow for the ideas of others to flow through brainstorming sessions and risk-taking opportunities. This leads into step six of “planning for and creating short-term wins” (Simonson et al, 2009).  It is vital for all involved to see victories during the process.

Step seven encourages leaders to diversify the distance education activities collected. This moves the project of change forward. It is here that ever player is put into position and is ready for the introduction of change. Finally, step eight is to display the success stories and tie it all in to the mission of the organization.

By following these eight steps, the facilitator in the scenario mentioned above is sure to have begun a new era within his organization.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Open Course Distance Learning

Based upon my research, I am finding that all aspects of the planning process is crucial from its inception and on-going. The planning process never seems to end because after the program is up and running, it is essential to solicit for feedback from students on their level of satisfaction with the program. Therefore, when I think of the phrasing, “most important aspects of the planning process for distance learning”, it is easy to assume there are some facets of the planning process that receives more attention than others. According to our course text, “the absence of a realistic business plan is a foremost reason why online learning ventures fail” (Simonson, Smaldino, Albright, & Zvacek, 2009). The authors specify that included in thorough business plans are the following:
•Market analysis
•Compatibility with institutional positions
•Institution’s ability to support necessary technology requirements
•Institution’s capacity to support online faculty
•Institution’s capability to offer student support to online learners
•Institutional policies must be able to welcome an online program
•Marketing campaign
Quality control processes
•Who and how will the program be governed
•Cost to attend
•Operational expenditures

            The aforementioned are, indeed, essential.  While it is impossible to access Yale’s business plan, it is convenient to experience the online course to be able to adequately identify evidence of thorough pre-planning.  According to the course text, Teaching and Learning at a Distance, organization of the course is important.  Students deserve to have a clear, concise understanding of course requirements. This includes “calendars, activities, and expectations” (Simonson et al., 2009). The developers did not include a calendar, however, included was a syllabus that clearly informs students of the name of the professor, a brief description of the course, required textbooks, attendance expectations, and grading information. Simonson, Smaldino, Albright, & Zvacek (2009) feel it pertinent that students have a constant stream of updated information through timely announcements.  No announcement page exists in the open course site.  How are students kept abreast of changes in deadlines, schedules, supplemental resources, etc.?  Is this due to the program not offering course credit? Possibly, the use of personal email accounts are being used where the professor blasts to the entire course population. Unfortunately, there is no evidence that answers this question.

There are so many aspects of the planning process that are absolutely essential for distance education programs, but are too numerous to mention here. With this in mind, designers should take away the one fact that to plan thoroughly is to plan successfully.

           
             The Open Course site I chose is Open Yale Course located at http://oyc.yale.edu/religious-studies/introduction-to-new-testament.  The course I examined is Introduction to the New Testament History and Literature. The course developers followed the suggestion of “extending course readings beyond the text” (Simonson et al., 2009) by incorporating the Bible as an extension of the reading materials to be consulted. In addition, the course was developed with the adult learner in mind. Seeing as adult learners are more self-directed in how they acquire information, the developer offered a variety of ways for students to access lectures. They can access materials in a way that motivates and maximizes their  learning experience. The course does not micromanage learners. Expectations are clearly set and communicated through the syllabus and the class sessions.

Unfortunately, the activities in this course are limited to lectures that are provided in the form of transcript, audio, and video. Included in the activities are required readings from the course textbook and the actual Bible, itself.

References

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Williamson, J. (2010, June 18). Distance Learning for Students with Disabilities: Distance Education.org. Retrieved February 1, 2011, from http://www.distance-education.org/Articles/Distance-Learning-for-Students-with-Special-Needs-260.html

United States Department of Justice. (2006). Customers with Disabilities Mean Business (2006). Washington, D.C.