Approaches – Distance, Open and Traditional educational institutions have adopted distance or online mode for delivering education. They use various tools like (i) e-portfolio for assembling digital assets on the web (ii) e-performance support system for employee to manage digit learning assets specific to their job performance (iii) personal digit assistant to manage the time and activities (iv) electronic storage device for data portability and back up (v) audio and video players, (vi) websites (vii) web 2.0 and 3.0 tools for video calling and exchanging messages (viii) community management software (ix) discussion and bulletin boards (x) collaboration software (xi) e-mail (xii) blogs (xiii) wikis and (xiv) Learning Management Software (LMS).
Instruction design are guidelines based on the best practices and theories. There are two most commonly used instruction design approaches for imparting online education
A: objectivist (based on behaviorism and cognitive science) – change in behavior is the learning objective subsequent to the understanding of the reality and
B: constructivist (based on constructivism and cognitive science) – the learning objective is to help the learner to conceive its own view of the (new or existing) reality or events (personal, social, radical, educational) based on its own experience. Social and educational constructivism impacts the curriculum design. Learners correlate existing reality with the new reality or knowledge, in order to make a sense out of it (i.e. no rote memorization or forced acceptance of reality in a predefined manner as factual knowledge). Its up to learner to order, re-order, test or interpret the new reality or knowledge. This hence promotes expression or personal opinion about the subject of study and receive feedback on the same. There are multiple models to implement this approach – collaborative and socio-cultural approach wherein learners are brought together for discussion and information sharing. The technologies enable the diverse socio-cultural environment (learners) for collaborative learning.
There are multiple principles associated with the constructivist approach:
(i) creating realistic environment sensitive to the context under study
(ii) solve real world problems
(iii) instructor to act as a coach
(iv) promote multiple conceptual interpretations
(v) discussion objectives are arrived at (negotiated) and not imposed or forced upon
(vi) evaluation is self-analysis or reflections
(vii) tools and environment is provided to support generation of multiple perspective – authentic (real world), negotiation, relevant content, facilitators or guides (instead of teachers), motivating for sharing personal opinions fearlessly i.e. without a fear of rejection or non-acceptance (interactive), content relevant to the prior knowledge of the learners (most challenging part), formative assessment of learner for feedback and learning experience and self-regulated or self-mediated environment (project and choice based control and collaboration for a conclusion) like self-tests or quizzes and group and individual projects and assignments based on choice of topic or area of focus.
(viii) learning is controlled and mediated by learners themselves.
C: Mixed Approach i.e. based on the learning objectives or tasks, choose the most relevant approach (use multiple models or theories) to achieve the desired learning outcomes. It also means to include tools for both distance and online or face to face mode of delivering education. Normally it suits the workplace learning environment. The learners get to learn and apply in the workplace the new knowledge acquired and consummate experience collectively based on the real outcome and feedback. It encourages both external knowledge discovery and research based on the workload and the internally supplied knowledge. It provides both group learning and implementation and individual learning and working or applying environments. Supports face and face and digital interactions as per the need of discussion.
Teachers in an online education environment has a pedagogical role that includes
(i) they should have online learning experience as well to ensure quality of the education and online learning material
(ii) they need to be trained and prepared for the online teaching based on the best practices (should not just implement these best practices without knowing the needs of their learners) – objectivism and constructivism i.e. to be able to play a role of a coach as well as a conventional teacher. Teacher should be able to frame open ended questions to promote discussions and invoke learner’s interpretations and reactions and opinions (didactic communications).
(iii) understanding of summative evaluations and formative self-evaluation – group and individual assessments and team work environments.
(iv) group and context sensitive precise interactions and communication in a distance or online education mode considering the socio-cultural aspects like beliefs and value system and language related sensitivities and challenges that influence the flow of dialogues. Navigating through the criticisms and divergence which are culturally sensitive or appropriate. It needs teachers to get to know the students (prior to engaging with them) so as to communicate with them effectively (relationship building needs sufficient knowledge about the audience and how they behave in group and individual settings) and encourage face to face interactions and meetings as much as possible when it comes to delivering instructions.
Collis, Vingerhoets and Moonen (1997) identified seven dimensions of diversified and multi-cultural environments – social organization of course, structure of course content, activities and progression, course materials, mode of interactions, technical platform and language. It includes the conditions under which the course is being delivered. There are other models too that address the socio-cultural aspects of the ODL – Seufert’s cubic model, McLoughlin’s Inclusive Pedagogical Model, Henderson’s Multiple Cultures Model, Rutherford and Kerr’s e-pedagogies etc.
(v) collaboration (scheduled or unscheduled interactions, inherent stresses and flexibility based on varied prior knowledge or experience) and feedback (peer versus teacher provided). Teacher should be able to divert or let people make the best of of the discussion boards and have suitable interventions to pick the feedback or questions or interpretations on this tool (that might come at some scale and need a response). Leverage such a feedback to muck dynamic changes for better acceptance and continuity of the education. Exercise control (to promote active participation and learning) without getting inflexible from time, pace and outcome perspective.
Designing courses for Online Distance Learning (ODL), course designers need to answer various questions, keeping in mind the delivery of these courses could follow any of the above mentioned approached : degree of personal interaction required, motivational aspects, group versus individual tasks, cultural uncertainties, social and personal contexts, teaching style, learning style, interfaces between learners and teachers, choice of evaluation etc.
Continuous Professional Development (CPD) Issues – Professionalism describes quality of service. Professional development includes imparting orientation towards the subjects, skills, conventions, attitudes and behaviors permissible in a teaching profession which eventually improves the learning experiences. Professional development is a continuous process that adds value throughout the teacher’s career (they need to objectively plan for their professional development and measure it) .
CPD means ensuring right abilities to do a job and continuously improve or enhance upon the expertise for ‘lifelong employability’. It requires a teacher to progress through various and multiple reflective experiences and practices (which grows a teacher from within over a period of time i.e. professionalism can not be achieved suddenly and spans across the entire teaching career) – dealing with the subject as well as supporting or pedagogical knowledge and the education delivering aspects is always an active learning and reflective process for a teacher. By reflection means proactively seeking answers to questions like what worked and what did not and why and what should be done in the future?.
CPD needs
(a) developing a plan for CPD – for self-improvement in a positive manner in a disciplined and committed manner
(b) identifying time and resource and
(c) receiving feedback. CPD model proposes four phases on continuous for a teacher to stay reflective and active throughout the span of its career –
(1) initiating (reflective) – what should I (as a teacher) need to accomplish or learn and what the pay-off from these investments,. It should enrich teaching and improve learning outcomes for the students (higher student achievement).
(2) planning (reflective) – what time and resources do I (as a teacher) need and how to measure the progress and success. It should be continuous and lifelong or ongoing process (planned as a long term sustained central activity at the core of teaching profession).
(3) managing (Active) – carry out the planned activities, record and interpret the progress or success and support development of a teacher (as an individual and as an educator). It should support and build upon current or past beliefs and strengthen the foundation of expertise already acquired (i.e. growth model or mindset and not deficit model based). One should be able to effectively manage the time (part-time, on the job etc) and knowledge using digital technologies.
(4) evaluating (reflective post fulfillment) – to what extent the objectives were realized by me (as a teacher) and where am I now (feedback received) and what is next for me to get event better in self-management (as a teacher) . It should bring systemic change and makes one a better adult or matured professional. It should be possible to subsequently impart this experience within the teacher community with time. There should be formative assessments from time to time (within intervals) to check the progress on the objectives to be achieved (changes or course corrections to be made based on the feedback). One needs to know how the students are getting benefited and how are they achieving higher success too and not just how the teacher is improving in its professional development. Eventually summative assessments to reflect upon the overall achievement as planned for the program being undertaken.
CPD means self-managing and removing barriers for becoming a better professional and includes activities like attending to face to face lectures , getting formal on the job training, attending to workshops, learning through open distance education, learning informally like through books, articles, blogs etc, attending conferences and participating in institutional activities.
Evaluation and assessment of online training – Once we know who is the beneficiary of the program, one can can evaluate the program and the methods and tools used from the perspective of the benefits delivered against the set objectives. There can be multiple stakeholders or beneficiaries for which the same or different objectives need to be achieved. One can assess the program from different points of view – technology (software tools and the impact or effectiveness in terms of stakeholder experiences), participants (change in skills, attitudes, motivation , income or change in job performance or level like promotion, learning outcomes, satisfaction level etc), trainers (workshops, lectures, discussion groups facilitated and outcomes for themselves as well as other participants etc) and institution (overall returns from the investments, business impact or benefit-cost analysis). The ROI needs
(i) data collection for costs incurred and benefits delivered
(ii) identify direct and indirect positive and negative effects – improved performance and foregone opportunities
(iii) converting effects into monetary terms using appropriate methods and assumptions
(iv) identifying intangible benefits with final monetary values in present time and should necessarily include the benefits delivered or gained by the students assessed through feedback and summative scores
(v) identifying the costs with final monetary value in present times and
(vi) computing ROI as total benefits (present value) / total costs (present value).
There are various models for evaluating online education effectiveness.
Sloan-C Quality Framework is a framework for assessing the quality of online education. It has five key measures – access, student satisfaction, learning effectiveness, faculty satisfaction and cost effectiveness.
CEIT Model has four key measures or metrics for evaluation – comparison, effectiveness, quality improvement and transformation.
Portfolio Approach allows participants to present and share their portfolio of work or outcomes and achievements like through sharing e-portfolios. Portfolio provides documented evidence of teaching from various sources and not just the student ratings. Portfolio can help the faculty to reflect upon one’s teachings and plan for improvement to build a portfolio in proactive manner. As it takes time to build a portfolio of work and evidence. Teaching portfolio captures evidence of one’s entire teaching career in contrast to the course portfolio that capture what all has been done for a particular course to be delivered. Portfolios can help acquire a right job or promotion or courses for a faculty member apart from putting them into an appropriate league. General guidelines to build a portfolio is to start, present yourself fairly, be selective as what to include in the portfolio, be explicit to the reader or use table of content for the portfolio and make sure you providence for each of the items in your portfolio. Portfolio for instance should have teaching statement describing your teaching philosophy and strategies, personal statement describing your goals for the next few years, list of courses taught, number of students taught, syllabus covered, reading list, assignments, exams, quizzes, handouts, visual material, technologies and tools used and summary of the evaluation and outcomes like comments or feedback or honors, awards, certifications and appreciations even as letters solicited or unsolicited and statement from alumni. One could also show excerpts from the work of their students undertaken in your guidance and all activities planned for further improvements.
Input-Process-Output framework allows evaluation to be looked at four abstract aspects of education – paradigm, theory, model and measurement. This looks into achievements (Outputs) from attitudinal, behavior and cognitive change perspective by mapping what media or digital tools (Inputs) in the online education has delivered what mental constructs to the participants – openness, self-awareness, independence, fun, creativity, future orientation, ownership, problem solving skills etc.
Merits and Issues in Distance Education for Learners and Trainers: In general common benefits or advantages or positive effects associated with online education are no travel time and cost, personalized pace i.e. convenience of time, place and speed, staying connected with home etc. Some of the negative effects include not having physical interactions and not developing real social skills as an opportunity lost, not getting clarifications on time while in between the course of study, missing dead lines owing to irregularity on either end (institutions and individuals), missing out the fun with friends while learning and sharing experiences that are lateral and informal but enriching and motivating, distractions at home, no direct teacher interactions – formal and informal etc. One of the case studies for CDP as a formal education in Distance Education anchored by STRIDE department at IGNOU.
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