Managing Distance Learning

1. Managing Distance Learning Dr. Sarwet Rasul

2. Review of the Previous Lesson Doing Research • What is Research? • What Research is Not? • Research in Different Disciplines • Why Research is Conducted? • Where is it Conducted? • Attributes of a Good Research • Steps in the Research Process • Key stages in the Research Process Representations of the Research Process • Major Designs of Research • Attributes of Qualitative Research • Attributes of Quantitative Research • Main Types of Qualitative and Quantitative research

3. Current Lesson Managing Distance Learning • Defining Distance Learning: Types and Needs • Models of Distance Education • Defining Management • What does Managing Distance Learning Mean? • How Distance Learning Will Be Effective For You? • Role of the Distance Teacher • Role of the Distance Student • Self Evaluation and Distance Learning • Basic Distance Learning Skills • Time Management in Distance Learning • Stress Management in Distance Learning • Effective Use of Technologies and Media for Distance Learning • Activity

4. Distance Learning • Distance learning has become a pervasive and growing phenomenon.(p.3) • Distance learning is any learning system where teaching behaviors are separated from learning behaviors. The learner works alone or in a group, guided by study material arranged by the instructor in a location apart from students. Students have the opportunity to communicate with an instructor with the aid of a range of media (such as text, telephone, audio, video, computing and Internet technology, etc). • Distance learning may be combined with various forms of face-to-face meetings.(p.4) (http://www.pdfdownload.org/pdf2html/view_online.php?url=http%3A%2F%2Fwww.aacsb.edu%2Fpublications%2Fwhitepapers%2Fquality-issues-distance-learning.pdf)

5. Cont… Distance Learning • Distance learning can be referred to by a variety of terms, such as distance education, online learning, eLearning, e-instruction, and web-based instruction (WBI). • Expressions Open learning and Open University are also popular. (Fenton & Watkins, 2010: p.vii)

6. Models of Distance Education • The two basic models of distance education are synchronous and asynchronous modes of interactivity. • In synchronous learning, the teacher and the student interact in real time, similar to traditional classroom settings, but this method decreases flexibility. It requires all students to be online, in a videoconference, or in a virtual classroom at the same time. • Asynchronous learning occurs when individuals access the educational materials independently and at times and places of their choice. Asynchronous activities allow students to take as much time as they want to read the materials and compose responses or messages. It also allows time for reflection and may result in thoughtful discussion. (Novotny and Wyatt, 2005: p 5)

7. What are the advantages of synchronous learning? Synchronous communication has the obvious advantage of providing immediate access and feedback from the instructor. This face-to-face (real or virtual) access to the instructor has a cost to the learning measured in commitment to a schedule and sometimes even to a location depending on the technology used. Synchronous communication is advantageous when the benefit of the "live" interaction is greater than the drawbacks of commitment to schedule and/or location. (http://www.grayharriman.com/distance_learning.htm#5)

8. What are the advantages of asynchronous learning? • Asynchronous communication has the advantage providing the learner and instructor with a choice of location and time. While it is this flexibility which is often the focus of interest, there are a number of hidden advantages to asynchronous communication. • The physical distance that is often seen by many as a disadvantage can have positive effects by making learners and instructors more objective, less fearful of comment or criticism, less prone to cultural barriers (especially as a world-wide online culture develops, and more inclined to think through problems before responding. It is the time for learners to reflect, and even check their facts, before responding to comments. (http://www.grayharriman.com/distance_learning.htm#5)

9. Defining Management • Management is the process of doing or getting activities done efficiently and effectively making decisions on what to do and how to do it and then checking that it is done the way it is planned.

10. What does Managing Distance Learning Mean? • Responsibility lies with you • No immediate feedback • Chances of lapses • Issues of time and stress management

11. How Distance Learning Will Be Effective For You? • Distance Learning can be effective, and it can be as effective as traditional instruction. However, how effective it is depends largely on the methods and technology used and their appropriateness in relation to the instructional tasks/objectives. • Effectiveness is also affected by student-to-student and student-to-instructor interactions. Not only is this true because of the needed exposure to new ideas and feedback but because of the affective dimension of learning. So, Identify your role? (http://www.grayharriman.com/distance_learning.htm#2a)

12. Self Evaluation and Distance Learning • Distance learning is not appropriate for everyone. Some students find distance learning a positive, rewarding experience; others are frustrated by the experience and have difficulty succeeding in this type of class. Possessing certain qualities will increase your opportunity for success and enhance your enjoyment of distance classes. (http://www.schooloftesl.com/online/assessment.html)

13. This Assessment will help you evaluate your readiness for distance learning course work. The checklist is designed to determine if distance learning is the right educational choice for you.

15. If majority of answers are in ‘yes’, then you are a suitable person for distance learning. (http://ecampus.nwfsc.edu/selftest.CFM)

16. Role of the Distance Teacher • If media used effectively, teachers can “become facilitators of learning, rather than communicators of a fixed body of information. The learning process proceeds as knowledge building among teachers and students”. • Distance learning allows students to hear and perhaps see teachers… (Choudhary, 2008: p 53-54)

17. Role of the Distance Student • The primary role of the student is to learn. Under the best of circumstances, this challenging task requires motivation, planning, and the ability to analyze and apply the information being taught. • Many distance-education students are older, have jobs, and families. They must coordinate the different areas of their lives which influence each other, their families, jobs, spare time, and studies. • Distant students have a variety of reasons for taking courses. Some students are interested in obtaining a degree to qualify for a better job. Many take courses to broaden their education.

18. Role of the Distance Student • In distance education, the learner is usually isolated. The motivational factors arising from the contact or competition with other students is absent. The student also lacks the immediate support of a teacher who is present and able to motivate and, if necessary, give attention to actual needs and difficulties that crop up during study. • Distant students and their teachers often have little in common in terms of background and day-to-day experiences and therefore, it takes longer for student-teacher rapport to develop. Without face-to-face contact distant students may feel ill at ease with their teacher as an "individual" and uncomfortable with their learning situation. • In distance education settings, technology is typically the conduit through which information and communication flow. Until the teacher and students become comfortable with the technical delivery system, communication will be inhibited. (http://www.uiweb.uidaho.edu/eo/dist8.html)

19. Basic Distance Learning Skills 1. Be motivated As a distance student you’ll need to be a self-directed learner. To ensure that you can do this, you need to be highly motivated. The best way to stay sharp is to have a clear goal in mind for what you want to achieve through your education. If you are working toward a degree, your goal may be to finish your degree and improve career. 2.  Be confident Before you take a distance learning program prepare yourself for it as it will give you confidence to handle the courses. You should be confident of the skills that are involved in university learning, such as reading university-level textbooks and writing research assignments. (Sources: http://www.dlcandtraining.co.uk/distance_learning_blog/distance-learning-news/10-tips-for-distance-learning-success/) + (http://www.msvu.ca/en/home/studentservices/academicadvisingsupport/studyskills/studyskillsfordistancelearners.aspx)

20. Cont… Basic Distance Learning Skills 3.  Learn time management Time-management skills are essential in distance learning. Before signing up for your distance course, ensure you have enough time to spend on the course. A general rule is to allow two hours of study for every hour of class. For example, if you have 2 hours of class time a week, you should plan to spend about 4 hours studying, approximately 6 hours per week.  Once you know how much time you need to spend, create a schedule. 4.  Set goals A good way to stay on top of your work is to set goals. The more you do now, the easier it will be at the end. Break large tasks down into smaller parts. Breaking down your ultimate goal into small, manageable steps is the best way to make regular progress whilst feeling like you’re actually achieving something. Your tutor will help you set a timetable which breaks down the course elements, but it can help to break these down even further when it all starts to feel like too much. If you have a paper due at the end of the course, break it down so you do part of it each week. Ensure that you accomplish the goals you set for yourself by the end of each week. When it comes time to pass in the paper, you’ll be glad you did this.

21. Cont… Basic Distance Learning Skills 5.  Get to know your course materials… Your course materials and textbooks are designed to give you the basic knowledge and information you need to get through the course, so make sure you’re familiar with them. If your textbooks are still in their wrappers, it’s time to get reading… 6. …but don’t stick to them exclusively Reading around your chosen subject will give you a greater breadth and depth of knowledge, so extra reading and research can really help your studies. Your tutor will be able to suggest good resources, and will be able to offer you extra advice based on their own experience as well. 7. Review your courses One great advantage of distance courses is that you are able to view and replay them all or in part as many times as you wish which will allow you to customize your notes and review more challenging information as often as you like.

22. Cont… Basic Distance Learning Skills 8. Cater for your learning style If you don’t already know it, now is an excellent time to find your learning style and use it to your advantage. Try to convert the topic or subject you are studying into a format that helps you to learn best, whether that is reading, listening, looking or doing. 9. Creating Support Telling your family, friends, colleagues or even your boss about your studies is a great way to stay motivated on your course and get some much-needed encouragement and praise as you achieve your goals. Enlisting others to help give you a push can be a good way to ensure you study at the times you have set aside, and the watchful eye of these people might help stave off any thoughts of slacking off!

23. Cont… Basic Distance Learning Skills 10. Find other students Getting in touch with other students on the same course as you can be a great way to swap ideas and make friends, and can make your course a lot more enjoyable. Forums, social networks etc. can all be great ways to meet up with other people studying the same course as you. 11. Treat yourself All work and no play can make it difficult to succeed on a distance learning course, so don’t be afraid to reward yourself for your achievements. Treating yourself for achieving goals will help to motivate you and give you a sense of progress and achievement on your course, so planning rewards for milestones such as submitting work or completing units can be a useful way to keep your spirits high as you study.

24. Time Management in Distance Learning • Distance learners need to set up a system to succeed. Learn how to successfully manage your time, create schedules for yourself, balance your academic work with real life, and keep yourself motivated. • Time management is crucial for distance students because of the flexible nature of distance study, the fact that distance study is fitted into an already existing busy life, and the distance from class and other students who can indirectly help each other keep up-to-date. It is important that distance students use their time wisely. (http://owll.massey.ac.nz/study-skills/time-management-for-distance-students.php)

25. Cont… Time Management in Distance Learning • Organize Your Study around Other Commitments You have already made fixed time commitments to your family, your work and your friends. Try to set up a study schedule that recognizes these time commitments. However, you set up your study schedule, treat that time as seriously as you do your job or your sleep time. • Be Realistic About Your Study Schedule Try to be realistic in planning your study time. You probably will have to give up some of the things you do to make time for study. However, almost everybody needs some down time for recreation and leisure activities. You will find it easier to stick to a study schedule if it includes some time to relax. • Try To Get Some Study Done Every Day Study is easier if you can spread the work out, rather than trying to cram it all into a few days. Research with university students has shown that you learn better and remember more if you spread out your study. (http://distance.uvic.ca/students/time.htm)

26. Cont… Time Management in Distance Learning • Set Realistic Goals Set goals for yourself! Each time you begin a period of study, decide what it is you want to accomplish in the time you have. And make sure that your goal is a realistic one. If you have set aside 3 hours for study, your goal might be to read two assigned chapters in your text and make summary notes, or it might be to write several pages of an essay. • Be Realistic about Your Concentration Span Most people find it difficult to concentrate for long periods. In fact, many people find that their attention begins to wander after 20 minutes. If you plan to read or write for long periods of time, break up your study with short breaks for a stretch or walk around and you’ll find it easier to stay focused.

27. Stress Management in Distance Learning • Stress is your body’s reaction to the demands that are placed on it. It occurs when we feel that we can not cope with what our lives demand from us. • Believe it or not, a moderate level of stress can actually be good for you. It can pump you up and increase your attention level. People perform at an optimum level when stress is moderate. However, too much stress doesn’t have the same effect. • Everyone is bound to feel stressed out sometimes. You can’t really escape stress, but there are some things you can do to reduce it and better manage it.

28. Cont… Stress Management in Distance Learning • Stay healthy Ironically, in times of stress we neglect the things we need to do to help us properly manage stress. No matter what is going on around you, your first priority should be to take care of your body. You need to eat nutritious food and get good sleep. Exercise keeps your body healthy and also gives you an outlet for your stress. 2. Become aware of your stressors Recognize the situations and people who are stressing you out so you can avoid them if possible. You may be making yourself susceptible to unnecessary stress. 3. Learn time management Time management is a great way to reduce stress. It keeps you organized and ensures that you get everything done on time.

29. Cont… Stress Management in Distance Learning 4. Take a break You need to allow yourself to take a break on your study schedule. It is important that you get your work done, but you also have to take breaks. 5. Practice acceptance Sometimes you have to accept the things that can not be changed. Learn to ignore what is beyond your control and be positive about things you can control. If there is nothing you can do about whatever is causing you stress, try to put it out of your mind and move forward. 6. Say no It is good to realize you have limits. Sometimes you have to say no to certain requests so you do not increase your stress level. At times this may be tough to do, but it is important.

30. Cont… Stress Management in Distance Learning 7. Get help Talking to friends or family members may also help put things in perspective. If stress is a constant problem for you, make an appointment to speak to a professional. (http://www.msvu.ca/en/home/studentservices/academicadvisingsupport/studyskills/stressmanagement.aspx)

31. Technologies and Media for Distance Learning • Print medium Print is the most common medium used in distance education. Forms of print are textbooks, manuals, course notes, and study guides. • Audio- and Videocassettes: Sometimes distance learning programmes provide what is called "video-based instruction". In such a program, video tapes are the main medium of delivery of information to the learner. • Audio- and videotapes have come to play an increasingly important role as media for distance education. These technologies are convenient and cost-effective. Most people have VCRs in their homes, and videotapes are easy and inexpensive to distribute.

32. Cont… Technologies and Media for Distance Learning • These media can be used to present the views of experts, which would increase the credibility of and interest in the materials. Materials that cannot be communicated by print could be communicated this way. Video is a powerful medium in terms of capturing attention, and conveying a lot of information quickly. • Producing audio- or videotape helps keeping students in track, and get people involved.

33. A distant learner has to learn how to deal with these materials. • Dealing with these materials includes: identifying them, understanding them organizing them and (related equipment) storing them utilizing them

34. Time management skillsActivity • Read the passage. Then answer the questions. In his thought-provoking work, Philosophical Investigations, Ludwig Wittgenstein uses an easily conceptualized scenario in an attempt to clarify some of the problems involved in thinking about the mind as something over and above the behaviors that it produces. Imagine, he says, that everyone has a small box in which they keep a beetle. No one is allowed to look in anyone else’s box, only in their own. Over time, people talk about what is in their boxes and the word “beetle” comes to stand for what is in everyone’s box. Through this curious example, Wittgenstein attempts to point out that the beetle is very much like an individual’s mind; no one can know exactly what it is like to be another person or experience things from another’s perspective—look in someone else’s “box”—but it is generally assumed that the mental…

35. workings of other people’s minds are very similar to that of our own (everyone has a “beetle” which is more or less similar to everyone else’s). However, it does not really matter—he argues—what is in the box or whether everyone indeed has a beetle, since there is no way of checking or comparing. In a sense, the word “beetle”—if it is to have any sense or meaning—simply means “what is in the box”. From this point of view, the mind is simply “what is in the box”, or rather “what is in your head”. Wittgenstein argues that although we cannot know what it is like to be someone else, to say that there must be a special mental entity called a mind that makes our experiences private, is wrong. His rationale is that he considers language to have meaning because of public usage. In other words, when we talk of having a mind—or a beetle—we are using a term that we have learned through conversation and public discourse (rooted in natural language). The word might be perceived differently in each of our minds, but we all agree that it signifies something; this allows us to develop language for talking about conceptualizations like color, mood, size and shape. Therefore, the word “mind” cannot be used to refer specifically to some entity outside of our individualized conception, since we cannot see into other people’s boxes.

36. Questions 1) Based on information in the passage, Wittgenstein apparently believes that I. it is best to think of mental states as nothing over and above the behaviors they produce II. the public use of language is responsible for misconceptions about the mind III. through the use of precise language, it is possible to accurately describe the shared properties of the mind • A. I only • B. II only • C. I and II only • D. II and III only • E. I, II, and III

37. 2) Which of the following literary devices best describes Wittgenstein’s use of the “beetle in a box” scenario? A. Authorial intrusion, characterized by a point at which the author speaks out directly to the reader. B. Aphorism, characterized by the use of a concise statement that is made in a matter of fact tone to state a principle or an opinion that is generally understood to be a universal truth. C. Amplification, characterized by the embellishment or extension of a statement in order to give it greater worth or meaning. D. Allegory, characterized by the use of symbolic representation to convey the meaning of an often abstract concept. E. Ambiguity, characterized by the expression of an idea in such a way that it becomes possible to glean more than one meaning from it.

38. 3) Wittgenstein would most likely disagree with which of the following statements? A. It is impossible to know another person’s thoughts. B. The mind is a special mental substance. C. The color green may actually look different to everybody. D. Words do not always accurately represent the things they symbolize. E. It takes time for public discourse to create a new word with a common meaning. 4) As used in paragraph 3, which is the best synonym for discourse? A. exchange B. conversation C. announcement D. knowledge E. setting

39. 5)Based on his use of the “beetle in a box” comparison in the passage, it can be inferred that Wittgenstein might similarly compare a room full of people to a A. deck of cards B. box of chocolates C. collection of rocks D. library of books E. group of drinking glasses filled with water

40. Answers 1) c 2) d 3) b 4) a 5) b (http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm)

41. Now self evaluate! • By the way how much time you planned for the activity? And How much time it took? • Think about how would you manage time in a better way for this activity? • What about your goals? Realistic or non-realistic?

42. References • Choudhary, P. (2008). Distance Learning Technologies in Education. Jaipur: ABD Publishers • Distance Education at a Glance. Retrieved January 8, 2013, from http://www.uiweb.uidaho.edu/eo/dist8.html • Distance Learning . (2013). Retrieved January 8, 2013, from http://www.grayharriman.com/distance_learning.htm#2a • Distance Learning. (2013). Retrieved January 8, 2013, from http://www.grayharriman.com. • Distance Learning Self Assessment. (2013). Northwest Florida State College. Retrieved January 8, 2013, from http://ecampus.nwfsc.edu/selftest.CFM • Fenton, C., & Watkins, B.W. (2010). Fluency in Distance Learning. USA: IAP. • Fundamentals of Educational planning. Retrieved January 8, 2013, from http://www.pdfdownload.org/pdf2html/view_online.php?url=http%3A%2F%2Funesdoc.unesco.org%2Fimages%2F0009%2F000947%2F094701e.pdf • Habash, M.A. (1998) .Technologies and Media for Distance Education. Arizona State University. Retrieved January 8, 2013, from http://mmcisaac.faculty.asu.edu/disted/final98/finalmh.html

43. Self Assessment. Retrieved January 8, 2013, from http://www.schooloftesl.com/online/assessment.html • Stress Management. (2012). MSVU. Retrieved January 8, 2013, from http://www.msvu.ca/en/home/studentservices/academicadvisingsupport/studyskills/stressmanagement.aspx • Study Skills for Distance Learners. (2012) MSVU. Retrieved January 8, 2013, from http://www.msvu.ca/en/home/studentservices/academicadvisingsupport/studyskills/studyskillsfordistancelearners.aspx • Time management for distance students. (2010). Massey University. Retrieved January 8, 2013, from http://owll.massey.ac.nz/study-skills/time-management-for-distance-students.php • 10 Tips for Distance Learning Success. Retrieved January 8, 2013, from http://www.dlcandtraining.co.uk/distance_learning_blog/distance-learning-news/10-tips-for-distance-learning-success/ • Managing your time. University of Victoria. (n.d.). Retrieved January 8, 2013, from http://distance.uvic.ca/students/time.htm • Novotny, J. M., & Wyatt, T.H. (2005).An Overview of Distance Education and Web-Based Courses. In J. M. Novotny., & R. H. Davis (Eds.). Distance Education in Nursing (2nd ed.) (pp.5). New York. Springer Publishing Company. • Quality Issues in distance learning. (2007). AACSB International. Retrieved January 8, 2013, from http://www.pdfdownload.org/pdf2html/view_online.php?url=http%3A%2F%2Fwww.aacsb.edu%2Fpublications%2Fwhitepapers%2Fquality-issues-distance-learning.pdf • Reading Comprehension Worksheets. Retrieved January 8, 2013, from http://www.englishforeveryone.org/Topics/Reading-Comprehension.htm

44. Review of the session Managing Distance Learning • Defining Distance Learning: Types and Needs • Models of Distance Education • Defining Management • What does Managing Distance Learning Mean? • How Distance Learning Will Be Effective For You? • Role of the Distance Teacher • Role of the Distance Student • Self Evaluation and Distance Learning • Basic Distance Learning Skills • Time Management in Distance Learning • Stress Management in Distance Learning • Effective Use of Technologies and Media for Distance Learning • Activity

45. Thank you very much!