Best Practices for Distance
Learning

CONTENT

WHAT IS DISTANCE LEARNING?

   

    Distance learning is the separation of teacher and student. When a distance learning course has been developed and put together best practices should be associated with the course overall and how delivery and upkeep should be made. It is important to have all

the information the student needs within the distance learning course. This would include a syllabus, objectives, state standards, presentation material and the materials and resources needed for the distance learning course.

 

    Since this is a distance learning environment, then learning opportunities need to be readily available because the course is to be student-centered. Due to separation of teacher and student, a best practice would be to include an ice breaker in the beginning of

the course so the instructor can create these learning opportunities and manage the different types of students that are enrolled. Ideally, the access technology should quickly become an unobtrusive, transparent window through which the opportunity for meaningful training can pass (Iverson, 2005). On top of meaningful training, there are many ways to communicate through distance learning and

the instructor should make that clear to her students including netiquette that need to be known. Communication is a great factor in success for students in a distance learning environment, so email, phone numbers, discussion boards, conferencing and chat should be available to the student.  If communication expectations are set and the students and teachers are working together with respect

and learning and sharing their learning experiences throughout the discussions then the students are set for a great learning experience when it comes to distance education.

 

 

GLOBAL DELIVERY MODELS

    Gone are the days of teaching with text books, paper, and pencils. Though there are many ways to deliver instruction to a diverse group of students, there are various ways to provide instruction. Some best strategies that are globally used include learning with simulations, subsidiary learning, reflecting on learning, and finally case-based teaching (Laird, 2004). When learning from a distance, simulations can invite students to interact with one another in a safe learning environment that helps cultivate their individual skills,

as well as allows them to work at their own pace. If and when students are not happy with their performance, students can always go back to fix minor errors or add to their learning because simulations give immediate feedback. In addition, if the instructor sets up

the class instruction asynchronously, then students have more time to respond and reflect on their learning.

 

    Some ways to invite learners to learn interactively include modules that are open to creativity. For instance, allowing students to mold their different learning styles into their learning of content, can help learners become emotionally connected to their work. As educators, we have to be in tune with what works best for our students. When learning from a distance, some opportunities that can provide learners with different learning experience include incorporating various mediums, or technology. In addition, as the

instructor, providing resources that promote exploration can help with instruction, in that students will be so engaged that they will incidentally be learning simultaneously while having fun!

 

    Giving students the opportunity to reflect on their learning is a powerful way for learning to take place. Students can revisit past thoughts or observations, and prior knowledge to build off of and to make better sense of newly found knowledge, just by allowing

time to reflect. Reflecting can be defined as discerning for a prolonged period by connecting current experiences to previous ones in order to stimulate a more intricate and related conceptual representation. The goal of reflecting is to create and develop learners that think critically, or have established higher order thinking skills (Dewey, 1997). Finally, reflecting on learning helps the content become embedded naturally, because it allows others to give insight and at times discussion takes place.

 

    Finally, case-based learning is like problem-based learning. The approach is similar in that it invites learners to discuss content-

based situations that are real world (Herreid, n.d.). Learners take lead learning at a distance because case-based learning requires participants to analyze different results due to exploration, and questions that are provided by the instructor are open ended, so it leads the participants to various outcomes that promote much discussion (Herreid, n.d.). As the instructor, do not be afraid to allow students to take the lead, but help students by providing them with the opportunity to make decisions on how they would like to

present the material or the content to the rest of the class. In all, these approaches to learning are globally used to help distant learners stay engaged and excited to learn.

 

 

 

 

 

 

 

DISTANCE LEARNING IN THE UNITED STATES   

 

    Distance education in the United States has seen significant growth in the last decade. It is quickly growing through the use of computer-mediated communication (Simonson et al, 2009). Colleges and universities realized that computer networks can conveniently distribute course materials and access to programs. Nowadays, there are hundreds of courses available online. Institutions and instructors need to incorporate teaching standards into the curriculum. ISTE/NETS standards are available along with the appropriate state standards (ISTE, 2008). When the standards are met, they help to ensure quality of coursework, and expectations are clarified when the curriculum includes the appropriate standards. Assessments are easier to design and implement when aligned with the standards, and the instructors can better gauge student understanding. Distance education has certain components that should be followed to ensure meaningful instruction. These include: more student-centered instructional approaches are needed to move away from a teacher-directed environment, high quality instructional goals should form the foundation of instruction perhaps using the Unit-Module-Topic approach, and rules should be used as a guide when designing and developing classes (Simonson et al, 2009). An important factor that all students must understand is they and instructors are equally responsible for successful meaningful learning. Distance education will continue to grow in the United States and instructors must keep up with the changes and offer instruction to enhance the learning experiences for all students.

 

    Distance education is more student-centered than a traditional classroom. Students are expected to complete a lot of the learning on their own or with other students. They must be self-motivated to complete the work and stay on track with deadlines throughout the course. When creating the curriculum, the instructor should use the approach of Unit-Module-Topic to create high quality instruction, assignments, and assessments. High quality instructional goals are also important when designing and developing distance education classes.

 

 

 

KEY POINTS IN THE HISTORY OF EDUCATION   

 

    The original form of distance education began in the mid-1800s in Europe through correspondence. Students and teachers sent materials back and forth through the postal service. This was a means of education for those who wanted to learn, but were unable to; women who were not allowed to attend institutions for men, people with disabilities, and people living in remote areas (Hinkle, 2009). As technology progressed, the radio was invented and the first educational license was issued in 1921. Although courses were offered by universities, they never became popular or attracted enough interest. In the 1940s, the use of films for instruction was introduced. Instructional television was introduced in the late 1950s, but quality was in question because it was usually just an instructor delivering a lesson (Jeffries, N.D.). Its popularity increased when PBS (Public Broadcasting System) was created in 1964 (Hinkle, 2009). Distance learning has changed considerably with the introduction of new technologies. Today, it involves the Internet and digital technology.