Distance Education Notes

• Great article by Michael Wesch about education and new media
• Review of the literature
• Distributed Learning Environment

"Online education exists because of the ability to financialize products, cutting costs on expensive face to face course content, and to de-skill or re-skill the profession of their old teaching epistemologies... " - Quote from Chronicle

Macro level: Distance education systems and theories.

1. Access, equity, and ethics: The democratization of access to distance education afforded by new media and by finding ways to deliver high-quality education to those who have limited resources and poor infrastructure; issues that refer to the (sustainable) provision of distance education in developing areas. What is the impact of distance education (e.g., via mobile learning) on narrowing the digital divide and what is the role of ICT (information and communication technologies) and/or OER (open educational resources) in terms of access to education?
2. Globalization of education and cross-cultural aspects: Aspects that refer to the global external environment and drivers, the development of the global distance education market, teaching and learning in mediated global environments, and the implications for professional development.
3. Distance teaching systems and institutions: Distance education delivery systems, the role of institutional partnerships in developing transnational programmes, and the impact of ICT on the convergence of conventional education and distance education institutions (hybrid or mixed-mode).
4. Theories and models: Theoretical frameworks for and foundations of distance education, e.g., the theoretical basis of instructional models, knowledge construction, interaction between learners, or the impact of social constructivism learning theories on distance education practice.
5. Research methods in distance education and knowledge transfer: Methodological considerations, the impact of distance education research and writing on practice, and the role of professional associations in improving practice. Literature reviews and works on the history of distance education are also subsumed within this area.

Meso level: Management, organization, and technology.

1. Management and organization: Strategies, administration, and organizational infrastructures and frameworks for the development, implementation, and sustainable delivery of distance education programmes. What is required for successful leadership in distance education? Distance education and policies relating to continuing education, lifelong learning, and the impact of online learning on institutional policies, as well as legal issues (copyright and intellectual property).
2. Costs and benefits: Aspects that refer to financial management, costing, pricing, and business models in distance education. Efficiency: What is the return on investment or impact of distance education programmes? What is the impact of ICT on the costing models and the scalability of distance education delivery? How can cost effective but meaningful learner support be provided?
3. Educational technology: New trends in educational technology for distance education (e.g., Web 2.0 applications or mobile learning) and the benefits and challenges of using OERs, media selection (e.g., synchronous vs. asynchronous media), technical infrastructure and equipment for online learning environments, and their opportunities for teaching and learning.
4. Innovation and change: Issues that refer to educational innovation with new media and measures to support and facilitate change in institutions (e.g., incentive systems for faculty, aspects referring to staff workloads, promotion, and tenure).
5. Professional development and faculty support: Professional development and faculty support services as a prerequisite for innovation and change. What are the competencies of online teachers and how can they be developed?
6. Learner support services: The infrastructure for and organisation of learner support systems (from information and counselling for prospective students about library services and technical support to career services and alumni networks).
7. Quality assurance: Issues that refer to accreditation and quality standards in distance education. The impact of quality assurance and high quality learner support on enrolments and drop-out/retention, as well as reputation and acceptance of distance education as a valid form of educational provision.

Micro level: Teaching and learning in distance education.

1. Instructional design: Issues that refer to the stages of the instructional design process for curriculum and course development. Special emphasis is placed on pedagogical approaches for tutoring online (scaffolding), the design of (culturally appropriate) study material, opportunities provided by new developments in educational technology for teaching and learning (e.g. Web 2.0 applications and mobile devices), as well as assessment practices in distance education.
2. Interaction and communication in learning communities: Closely related to instructional design considerations is course design that fosters (online) articulation, interaction, reflection, and collaboration throughout the learning and teaching process. Special areas include the development of online communities, gender differences, and cross-cultural aspects in online communication.
3. . Learner characteristics: The aims and goals of adult learners, the socio-economic background of distance education students, their different learning styles, critical thinking dispositions, and special needs. How do students learn online (learner behavior patterns, learning styles) and what competencies are needed for distance learning (e.g., digital literacy)?

Thinking, Patterns and online education