Week 1: What theories of research can inform your current
practice of distance learning?
When I
began reading this week’s materials, I was thinking about my own personal
experience with distance courses. Like us all, I am attempting to learn all
about technology in education via online courses through a University. Not only
am I learning useful information but also I am seeking out a Masters Degree.
Not much thought has gone into who I am as a learner in distance courses other
than sometimes I feel overwhelmed with needing to learn the material
independently. Well I felt relieved when I realized that learning in a distance
course has research and support to become a successful student and teacher.
The
research done how Transactional Distance is attributed to two main foundations
in the distance courses, structure and dialogue, got me thinking about how
these two foundations are formed really determine the success of the course.
Structure refers to the course materials, the presentation of concepts, the
assessments, the presentations, the projects, the visual and audio aspects, and
anything else that the students will come in contact with. The dialogue refers
to the interactions between the student and the teacher and how these
interactions come to happen such as through email, direct conversation, formal
directions, and purposeful interactions about the course. (Moore &
Kearsley, 2012) These two foundations mainly the dialogue can be somewhat controlled
by the student. I can make sure that I seek the dialogue with my teacher and my
peers that is warranted to learn the most I can in every course I take. I know
now that these interactions are very important to make my distance courses
successful.
The
research on policies for distance courses really intrigues me because it seems
that there are a lot more potential bumps in the road for teachers who have
distance courses. Therefore I wanted to research a bit more on the supports
that are given for these teachers. At Clarion University, professors who teach
an online course must take a 5-week Teaching
Online Certification Course, which is offered by the university’s Learning
Technology Center (Claron University). In the Collective Bargaining Agreement
between Association of Pennsylvania State College and University Faculties and
Pennsylvania State System of Higher Education, the “University shall assure the
availability of technical support professional(s) and instructional design
professional(s) and materials appropriate to the principal technology and
consistent with the Faculty Member’s prior training and experience.” (APSCUF
& State System, 2015) This information is exciting for me as a teacher who
might have to conduct my own distance courses.
Association of Pennsylvania
State College and University Faculties and Pennsylvania State System of Higher
Education (2015). Collective Bargaining Agreement. Found at http://www.passhe.edu/inside/hr/syshr/bargaining_agreements/apscuf_agr.pdf
Claron
Universtiy. Collective Bargaining Agreement on Distance Education. Found at http://www.clarion.edu/locations/clarion-online/resources-for-faculty/collective-bargaining-agreement-on-distance-education.html
Moore, M., &
Kearsley, G. (2012). Distance Education: A Systems View of Online Learning.
Belmont, CA: Wadsworth Cengage Learning.
