Wednesday, December 26, 2012

E-Learning and Distance Education Trends


I believe there are five learning trends that are underway and will only continue to become more a part of how we deliver learning experiences to our ever changing mobile and remote workforces. I have summarized them below. These five trends are: Learning spaces, Doing Real Work, Video, Virtual Worlds, Peer-to-Peer Learning.

Learning Spaces

  • Allow learners to participate in a number of activities including class discussions, online group workspaces, and simulations or learning games (Moller, Fosher & Huett, 2008).
  • Can be use used with correspondence course, open universities, and through the internet/web (Moore & Kearsley, 2012).
  • In such a collaborative environment, robust learning objectives are necessary.
  • Teacher/trainer needs to be a facilitator and learners need to be curious and challenge resources provided and find own resources.

Doing Real Work

  • Learning needs to be brought closer to the work.
  • Can be use used with correspondence course, radio/TV, teleconference, and through the internet/web (Moore & Kearsley, 2012).
  • Instructional designers need to design so that real work gets done that helps adult learners solve their current real world work problems and projects.
  • Teacher/trainer becomes a coach. Learner must be willing to bring real projects and work problems into the learning environment.

Video

  • Although research shows that learning outcomes are not different as a result of technology used, Donker (2010) gives us a glimpse of this in a study in which the use of video can have a positive impact on the acquisition of practical skills.
  • Video can be used in all five of the Moore & Kearsley (2012) generations.
  • Sound instructional design applies to developing video more than ever, since video is so time consuming and expensive to create.
  • Teacher/trainer could create videos and learners could take them asynchronously.

Virtual Worlds

  • Like learning spaces, virtual worlds allow learners to participate in a number of activities including class discussions, online group workspaces, and simulations or learning games (Moller, Fosher & Huett, 2008).
  • Can be use used with correspondence course, open universities, employee on-boarding, and through the internet/web (Moore & Kearsley, 2012).
  • In such a collaborative environment, robust learning objectives are necessary, so does an in depth understand of the technology.
  • Teacher/trainer needs to be a facilitator and can host live sessions, including office hours.

Peer-to-Peer Learning

  • Peer-to-peer learning occurs in learning spaces and allows learners to participate in a number of activities including class discussions, online group workspaces, and simulations or learning games (Moller, Fosher & Huett, 2008).
  • Peer-to-peer learning works best in open universities, teleconferencing, employee on-boarding, and on the web (Moore & Kearsley, 2012).
  • Instructional designers need to be aware of the adult learning principle that adults have experience and are willing to share their experience. Adults can learn from each other.
  • The teacher/trainer is a facilitator. The learner has a responsibility to share their experience and knowledge.

References:

Donker, F. (2010) The comparative instructional effectiveness of print-based and video-based instructional materials for teaching practical skills at a distance. International Review of Research in Open and Distance Learning, 11(1), 96-116.

Moller, L., Foshay, W. R., & Huett, J. (2008). The evolution of distance education: Implications for instructional design on the potential of the web. TechTrends, 52(3), 70–75.

Moore, M. G., & Kearsley, G. (2012). Distance education: A systems view of online learning (3rd ed.). Belmont, CA: Wadsworth. ISBN: 9781111520991.

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