ED-MEDIA 1999 Proceedings Book - Association for the ...

found to be effective are well documented in the literature. For example, according to Moore and Kearsley (1996), the support that is provided for students should reflect factors related to both
instructional credibility and authenticity. That is, learners should be assured of the level of content solidity and reputability as well as feeling comfortable that their needs are being met through
the application of what have come to be known as humanistic tendencies – kindness, humanness, "walking-the-talk," or the alignment of what is said to what is done (Brookfield, 1990).
Moore & Kearsley (1996) emphasize that the information given to learners has to be perceived as up-to-date and relevant, and authoritative in its applicability. Content should be delivered
flexibly in order to accommodate varying needs, learning styles, and schedules. But, beyond that, learners need to be buoyed by their confidence in the institutional authenticity that envelopes the
delivery of first-class content. They probably require, and should receive, guidance in determining what and how to study; they need to be provided with relevant opportunities to apply their
learning, through the vehicles of assignments and projects; they require constructive and timely feedback on their progress and assistance in dealing with program-related administrative problems
and difficulties that arise along the way.
Similarly, Willis (1993) argues that efforts should be made to better meet the needs of distance learners in a number of ways that, once again, emphasize the authenticity of the institution, the
instructor, and reflect the andragogical understanding that participants must take active roles in the distance-delivered course. Learners should be made aware of, and made comfortable with, the
communication methodology – hardware and software and accompanying processes – that will be used for course delivery. In an anticipatory fashion, learners should be prepared for dealing
with the technical problems that will inevitably arise. They should be encouraged to build community across the distance through invitations to share their interests, backgrounds and their
experiences; this activity can be modeled by the instructor. Resulting emphases on learners’ individuality will spark sensitivity to different communication styles and varying cultural histories.
Learning’s affective domain, so often so well tended to in traditional classrooms by instructors sensitive to adults’ learning needs, is as important, if not more so, in the establishment of a
comfortable virtual classroom. Race’s (1994) description of a successful student support system includes making learners feel at ease and building their confidence by helping them feel that
they’re not alone in their struggle. Learners should be reassured that other learners are having the same problems, that they are not alone in the mistakes they make. Open up the communication
channels for the exchange of information – phone numbers and addresses and so on. These strategies remind learners that even the hardest things can be mastered one step at a time; in giving
study skills advice, the instructor demonstrates that she is there to help, not just to evaluate and assess. In a similar vein, instructors can share practical or personal advice on examination
techniques and work to instill confidence in learners for the writing of exams or the accomplishment of other formidable tasks. Keep learners focussed on the picture beyond the course: what will
they do next What are the next learning opportunities that will be presented
The foregoing techniques are all essential parts of extending a learning community virtually – beyond the traditional classroom’s parameters. However, more importantly, the factors listed below
should provide a broader, more conceptual framework for instructors introducing virtual education to their teaching methodologies. Specifically, it was our experience that understanding these
elements was essential to success when integrating technologies in a distance program.
Good pedagogy will always reflect a human quality. The reality is that learning technologies will not miraculously metamorphose bad instructors into good ones. They will not increase the
quality of learning. Good pedagogy will forever contain a human element that includes interaction in the learning process. In the end it is the level of the interaction between the learners, the
instructor, and the content that will determine the quality of a learner's educational experience—whether it is face-to-face or distributed learning using the Internet.
Good pedagogy precedes good technology. The value of technologies as a communication medium in the learning process is directly related to the learners' need. A paramount problem with
much of the current technically- enhanced instruction has to do with the fact that many instructors are finding that most technologies are relatively easy to learn and many of the features are
seductive. This often results in good teaching practices (instructional design, significance, depiction, reflective thought) being subsumed because it is fun to play with the media. Almost anyone
can learn how to use technologies; the difficult but critical component, however, is to integrate what we know about how our learners learn with technological expertise. Technology integration is
neither economically nor educationally justifiable without meaningful interaction between the learners, the instructor and the content.
Creating pedagogically sound technology enhanced instructional materials takes time and requires new skills. Most educators are usually surprised and then overwhelmed at the time and skills
required when developing distance education materials. YES! It takes time and requires new skills; it also requires the support of and collaboration from individuals who have competencies in
using learning technologies.
One technology alone is not effective. The web is a wonderful medium for disseminating information, facilitating learner-content interaction and aiding assessment (instructor, learner, and
course). Reading materials also facilitate learner-content interaction. Computer mediated communication helps to facilitate learner-learner and learner-instructor interaction in addition to building
a community of learners, as do audio and videoconferencing and face-to-face instruction. Effective technology integration will include learner-learner interaction, learner-instructor interaction,
learner-content interaction and support learning communities. The provision of these elements necessitates the integration of a number of technologies such as web-based instruction, computermediated
conferencing, video and audio communication, print based media, and face-to-face instruction.
Know each technology's strength and weakness. Every educator's decision to integrate technologies in the learning process needs to be based upon an informed understanding of their strengths
and weakness. Upon deciding to use the technologies, educators should have a sound understanding of how to use them as a learning environment, communication medium and as a tool in the
learning process.
Conclusion
The integration of technologies into the learning environment has tremendous potential to remove many situational barriers to learning opportunities. More importantly, however, technology
integration can provide opportunities for learner-learner and learner-instructor interaction in a way that could not, previously, be economically or educationally justified in distance education. In
spite of the problems outlined in this paper, these developments offer very exciting opportunities for distance educators to provide rich and meaningful learning experiences for outreach students.
References
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Garrison, D. R. & Shale, D. (1990). (Eds.) Education at a Distance: From Issues to Practice. Florida: Robert E. Krieger.
Garrison, D. R. (1989). Understanding Distance Education: A framework for the future. London: Routledge.
Lauzon, A. (1991). Enhancing accessibility to meaningful earning opportunities: A pilot project in online education at the University of Guelph. Research in Distance Education. (3)4. 2-5.
McCullough, K. & McCullough, J. S. (1994). The promise of the telecommunications superhighway: Conquering the limits of time and space in adult education. Adult Learning.
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Moore, M. G. & Kearsley, G. (1996). Distance education: A systems view. Scarborough, ON.: Wadsworth Publishing Company.
Race, P. (1994). The open learning handbook. London: Kogan Page.
Willis, B. (1993). Distance education: A practical guide. Englewood Cliffs, NJ.: Educational technology publications.
Woods, D. R. (1994). Problem-based learning: How to gain the most from PBL.Waterdown, ON.: Donald R. Woods.