Recent Changes

Nancy Rivas
ETEC 523
With the growing number of online classes emerging in grade schools, high schools, and in higher education, it is important that people who engage and design web based instruction understand that there may be many issues associated with this approach. However, after careful analysis of potential issues that may arise when involved in instructional design, users can find that there are solutions that may alleviate the headaches that may be associated with this process. With the implementation of such solutions users can create a successful and thriving web based learning environment.
Issue: Seeking a balance between a system generated guide and a human facilitator
Sources:
Byung-Ro, L. (2004). Challenges and issues in designing inquiry on the Web. British Journal Of Educational Technology, 35(5), 627-643.
Nancy Rivas

Michelle McBride ETEC 523
Sense of Community
Distance education has many positive advantages including gaining access to more information and links, students can work at their own pace and in their on environment, and more students can be reached at one time. Other advantages include requiring “students to be more focused, better time managers, and to be able to work independently and with group members” (2002). These skills are highly valued in any work place or classroom. However, being behind a computer screen and isolated in your own space can diminish the sense of community developed in a traditional classroom setting.
As a Liberal Studies and credential graduate, collaboration and a sense of community were huge factors of my success in the program. The ability to talk and share with my fellow student teachers was the highlight of my college career. We were able to sit and talk face to face without any computer screens creating distance. We worked together on projects, asked questions and received immediate answers, shared our experiences and became close colleagues and friends.
Having a face-to-face discussion was extremely beneficial in providing a sense of community in my field of study. Since distance education is not specifically designed to build a sense of community, certain steps must be taken to ensure that students are collaborating and engaged with one another. In order to do this, professor and teachers of distance education must provide opportunities for students to engage with one another. This can be done through the use of discussion boards, group projects and video chats.
Online profiles can also be included to give class members a sense of who they are working with. Even having a picture and an “About Me” section on the class page is helpful. Group projects allow students a chance to get to know each other and share ideas and thoughts about the specific topic. Discussion boards are a way for students to see what all members of the class think. I feel that the best way to build a sense of community is the hybrid class model. Although we have only on a few occasions, I feel that the class time we have spent together has been very beneficial. Discussion boards and group projects are also extremely valuable when developing an online course in order to build a sense of community among learners.
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Dec 02 2012.
Fall 2012
ETEC 523
In an online environment, the instructor is unable to observe the emotions of the students and cannot make adjustments based on their emotional reaction to a learning situation. In a classroom, you can see frustration, anxiety, and confusion. Consequently, an instructor can make adjustments to bridge the learning. This challenge also hinders the creation of a sense of community between student and instructor. It is this sense that permits students to ask questions and take risks in a learning community.
The good news is that there are many things that an instructor can do to create a sense of a shared community. With video conferencing and webcasts, a student is able to “overcome the abstraction experience in sensory-reduced online communities” (Farmer: Instructional Design). Opportunities for students to explore identities like photo sharing should be structured early in the class calendar. Finally, with the advent of Web 2.0 tools, students should participate in collaborative projects and group discussions . Wikis and blogs lend themselves perfectly for these activities.
life skills.
Works Cited
Nov. 2012.
Farmer, Lesley. "Instructional Design". Chapter 7
Distance Education Report

Solution: Prepare the resources so that users do not have to leave the online environment to find sources elsewhere. Select appropriate online tools at the appropriate time in order for users to create representations of their information. The community should offer learners opportunities for collaboration and interaction with other members this will allow growth and will welcome a process of interaction among users.
Designing a successful online learning environment can be challenging. With proper research done in order to address issues that have been previously identified, users can create an effective and thriving online learning environment from the start!
Sources:
Byung-Ro, L. (2004). Challenges and issues in designing inquiry on the Web. British Journal Of Educational Technology, 35(5), 627-643.
Nancy Rivas

With the growing number of online classes emerging in grade schools, high schools, and in higher education, it is important that people who engage and design web based instruction understand that there may be many issues associated with this approach. However, after careful analysis of potential issues that may arise when involved in instructional design, users can find that there are solutions that may alleviate the headaches that may be associated with this process. With the implementation of such solutions users can create a successful and thriving web based learning environment.
Issue: Seeking a balance between a system generated guide and a human facilitator
Questions: To what extent should the human facilitator intervene for student guidance?
Solution: The facilitator may provide more direct guidance for specific students. The facilitator can use email messages, test scores, participation in order to proactively contact learners.
Issue: Motivating learners with the right question
Solution: Brainstorm in order to determine a topic. Brainstorming can be done with a peer for final selection. The topic can be something familiar instead of creating a new “great” one. Ownership is also very important, if students don’t feel they have a certain degree of ownership towards the question, then they might feel unmotivated to respond to it.
Issue: Engaging learners with various learning activities
Solution: Make sure that knowledge construction is meaningful and that it ensures effective reflection.
Issue: Using scaffolds
Solution: Ask yourself, “what kinds of scaffolds are to be prepared and when will they be provided?”
Issue: Coordinating resources, tools, and community
Solution: Prepare the resources so that users do not have to leave the online environment to find sources elsewhere. Select appropriate online tools at the appropriate time in order for users to create representations of their information. The community should offer learners opportunities for collaboration and interaction with other members this will allow growth and will welcome a process of interaction among users.
Designing a successful online learning environment can be challenging. With proper research done in order to address issues that have been previously identified, users can create an effective and thriving online learning environment from the start!
Byung-Ro, L. (2004). Challenges and issues in designing inquiry on the Web. British Journal Of Educational Technology, 35(5), 627-643.
Nancy Rivas

Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.
“Postsecondary Distance Education: Issues of Student Outcomes, Access, Cost, and Quality Assurance.” North Virginia Community College. Jan 2002. Web. Nov 30 2012.
Joo Yun
As a student who is currently taking a grad course fully online, web-based distance education does enhance learning and possesses positive aspects, but it can never measure up to face to face lectures. As much as distance learning can be beneficial since it promises learners convenience of time and place and cost-effective education, problems do exist. One of the problems is accessibility issue.
In order to take distance learning courses, learners need high speed internet, equipments, and basic knowledge about technology. Even if they have internet, if it is not working properly, learners will face difficulties. For instance, the computers can freeze, internet can stop working, computer can unexpectedly shut down, keyboard might not allow learners to type, or the sound system can block learners to hear the session. Everyone is welcomed and invited to join web-based distance education, but not everyone can attend it. Distance education does promise cost-effective education, but learners are asked to purchase needed equipments, which means money is still pouring out from pockets. Also, even with internet and equipments in their hands, distance learning will not go smoothly if learners do not know how to troubleshoot technical issues. If computer freezes and shuts itself down, learners have to wait a certain amount of time until they rejoin the session; they cannot help but miss whole chunk of session through no fault of their own. Distance education will not be successfully effective if all learners have is just technology.
So what do learners do when they encounter equipment malfunctions, sudden internet disconnection, and other accessibility issue? They can check if everything is running perfect beforehand and acquire feasible knowledge so that when problems arise, they can act fast. Distance education is ready especially for well-prepared, strong-willed students.
Reference
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.

“Postsecondary Distance Education: Issues of Student Outcomes, Access, Cost, and Quality Assurance.” North Virginia Community College. Jan 2002. Web. Nov 27 2012.
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.
Emma Mora
ETEC 523
Fall 2012
Accessibility
As distance education continues to grow, there are questions about the accessibility for all students. While it is intended for all students to benefit from distance learning some students do and some students are left behind because they don’t have the means nor the intellectual skills to participate in such electronically delivered instruction.
According to a report by the American Council on Education (ACE) “poor and less educated students are less likely to have access to computers or online services and will not be able to participate in online programs”. Income level is a major determinant in technology access. The availability of technological equipment and computers is greatly determined by family and personal income levels.
The lack of universal access, that is, the lack of affordability, easiness to use, and availability of resources make it difficult to increase education for all individuals. In the United States the lack of universal access has prompted a “digital divide”. Not only is there a division between the “have” and “have nots” (Farmer 36), but there also exists a division between individuals who feel at ease with technology and individuals who are reluctant to use it (usually adults). When individuals cannot accept an online environment they will not have access to information delivered by this method of instruction.
In her article “Rethinking the Promise of Distance Education” Jennifer Grill warns against institutions assuming that their programs will fit the needs of the community. She suggest that there should communicating with local libraries, learning centers, secondary schools, and other organizations to determine the true needs of the community.
Distance learning is not for all students. The successful student needs to have a number of characteristics such as tolerance for ambiguity, a need for autonomy, and an ability to be flexible distance learning requires students to be more focused, better time managers, and to be able to work independently and with group members. ( Valentine, 2002 )
Works Cited:
Farmer, Lesley. "Instructional Design". Chapter 7
Valentine, Doug. “Distance Learning” Promises, Problems, and Possibilities.” Online Journal of Distance Learning Administration. 5:3. 2002. Web. Nov 27 2012.
“Postsecondary Distance Education: Issues of Student Outcomes, Access, Cost, and Quality Assurance.” North Virginia Community College. Jan 2002. Web. Nov 30 2012.

{Distance Ed. issue due 11-30.doc}
Karilyn Dangleis
ETEC 523

Karilyn Dangleis {Distance Ed. issue due 11-30.doc}

Karilyn Dangleis