Kgould57's Blog

Distance Learning and the Quality of Instruction

Valentine cites the quality of instruction as one of the possible problems with distance learning.  He describes this as not a problem with the technology itself but rather with the way it is used to design and deliver courses.  Jonassen argued in the interview that we read that “technology is better used as a tool and intellectual partner that can expand the ways that learners think — not just try to cram his/her head with more information.”  It is conceivable that in poorly designed distance education courses technology would be used in the manner described by Jonassen.  For example students could be presented with an abundance of materials in the online or distance environment in the same manner as might be done in the face to face environment.  Reading could be delivered in the online format and video lectures could also be provided.   However the class design could lack the elements of allowing students to effectively apply their learning.  In other words a poorly designed face to face class could simply be delivered in an online/distance format.  

Taylor (1980) described the potential for technology use as a tutor, tool and tutee.  One can easily envision that a poorly designed distance learning course would never go beyond the use of technology as the tutor.  Careful course design must be implemented in order for distance learning to incorporate the elements of being a tool and tutee.

Clark (1983) in Reconsidering Research on Learning from the Media stated that “there are no learning benefits to be gained from employing any specific medium to deliver instruction”.  Technology employed in distance learning does not necessarily equate with improving the quality of instruction.  It cannot be assumed that because distance learning is more convenient than face to face settings for some students that is will be designed to appropriately meet their needs. 

Valentine quotes Omoregie (1997) as stating that “Research suggests that the effectiveness of distance learning is based on preparation, the instructor’s understanding of the needs of the students, and an understanding of the target population.”  It is possible to conceive that in the rush to meet the demand for distance learning courses that these three parameters will not be carefully considered in course design.  Identifying student needs and adequately preparing instructors in effective methods takes time and money.  Valentine further indicates that the attitude of the administration and the instructor are important in relation to the quality of instruction.  It takes administrative support in terms of allocation of funds and faculty release time to allow for the design of effective distance learning.  Faculty must also be dedicated and motivated to design and improve effective distance learning courses in order to insure quality instruction.

Definition of Digital Literacies

O’Brian and Scharber (2008) define Digital Literacies as “socially situated practices supported by skills, strategies, and stances that enable the representation and understanding of ideas using a range of modalities enabled by digital tools”(p. 67).  In other words individuals that are digitally literate are able to use various modalities in addition to print media to represent and share ideas.  I agree with this definition because I feel that as technology advances it becomes more important to be able to communicate and exchange ideas in a variety of ways.  While print media will always exist it is evident that communication and dissemination of ideas will occur in a variety of modalities over time.  One only has to look at how news is delivered these days to understand the impact of videos, podcasting, blogs and social networking sites.  The individual who is digitally literate is able to utilize these various modalities to obtain information and also to construct new ideas.

Potholes

O’Brien and Scharber describe the following potholes:

1. Schools use old print based literacies in teaching and assessment while students gravitate to new digital literacies when school is over.
2. There is a gap between the digital literacies that students engage in outside of school and the way literacy is framed in official standard and assessments.  Despite the fact that students are using multiple modalities for learning, standard assessment is still paper based.
3. “institutionalized structures of schools are often incompatible with the purposes and enactments of digital literacies. Digital literacies are often used for social rather than educational purposes.
4. The digital divide is a problem that creates unequal access to individuals based on ethnicity, race, income and education.  The divide extends beyond actual access and also includes the effectiveness of technology integration in the classroom.

In describing these potholes I feel that the authors are indicating that by sticking with tradition in education we are failing to reach students in the most effective ways.  There is a gap between the way students feel most comfortable communicating and the ways in which traditional education practices ask them to perform to meet learning standards and complete assessments.  Based on this interpretation I agree with the potholes that have been identified by O’Brien and Scharber.  I feel that schools have been somewhat slow to adopt new technologies and use them in the most innovative ways.  I also feel that there is reluctance in understanding and implementing digital technologies because of concern that they just might not be an appropriate and effective way to enhance learning. 

I feel that an additional pothole in Digital Literacies is the lack of this literacy among educators themselves.  There are still many teachers in K-12 and higher education who did not grow up in the digital age and are uncomfortable with these technologies.  Therefore it is difficult for many of these teachers to make effective use of a technology that students may be more comfortable utilizing.  These teachers may be intimidated by new technologies or simply just too overworked to feel able to change their teaching styles.  Therefore it is important to recognize the need for continuing education for both young and old teachers to enable them to be comfortable with integrating new technologies and developing new literacies.

If the school superintendent ordered teachers to accept written work to bridge the digital divide I think that I would need to accept this position.  I do not necessarily agree that accepting written work will be effective in bridging the divide.  However I feel that accepting a variety of modalities for presenting information is part of accepting multiple learning styles and needs.  I would however prefer that all students have equal access to a variety of modalities to present information.  It is important as suggested by O’Brien and Scharber (2008) that educators “consider how best to weave together old, new, and future literacies so that young people leave school literate in the ways of school and in the ways of the world” (p.68).  This statement indicates to me that we must be accepting of traditional methods (written work) while working to include the new digital literacies.  Therefore educators should be willing to move forward in adapting the new as they continue to tolerate the old in situations where it is the most appropriate method.