APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

INTERACTION AND EVALUATION IN DISTANCE EDUCATION

Rozhan Mohammed Idrus & Hanafi Atan

School of Distance Education Universiti Sains Malaysia 11800 USM, Penang, MALAYSIA E-mail: [email protected]

, [email protected]

[email protected]

, [email protected]

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Technological advancement

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Each major transition in communication media, from speech to print to video to electronic forms has resulted in changes in our means to create, record, store, distribute, access and retrieve information

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Communication transformation upon a technological breakthrough in education – teacher/student interaction and evaluation of class work.

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Doing something not thought possible – not just doing old things better

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Technology - just a tool, enabler, enhancer..

“The tools have change, the job hasn’t”

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Transformation?

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

New Learning Environment…1 1. Information & Communication Technologies (ICT)

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One great implication of the paradigmatic shift for distance learning is a recommitment to creating an ideal environment for learning, employing both traditional and new technologies to address variances from that environment.

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

The tools have change……..

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Information & Communication Technologies

• Satellite – Immediacy and international access • Cable & ISDN Networks – cost effective way of reaching one another globally • Computer mediated activities – convergence of all forms of communication/instructional delivery • Printed materials – hardcopy with integration of technology • Wireless application – free from physical links

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

New Learning Environment…2 2. Nature of Interaction

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We must now realise that with the diminishing boundary for education as well as the forces of globalisation have blurred the distinction between different types of students such as part-time or full-time, internal or external and the young and the adult learner.

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Home learning, anyone…?

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Learning environment..

anytime, anywhere..

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Learning environment..

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Learning environment..

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

New Learning Environment…3 3. Flexibility to Learning

The diversity of cognitive levels will call for a high degree of flexibility to facilitate for distance learning.

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Flexible access to courses; Flexible content; Flexible participation; Flexible teaching and learning resources and Flexible assessment and ongoing evaluation APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Learning environment..

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

New Learning Environment…4 4. Learner Support (24-7 Learning Facilitation System)

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The provision of contact between students and human support - face-to-face, electronic communications;

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The provision of feedback regarding learners progress and learning – synchronous or asynchronous;

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The provision of supplementary learning materials The facilitation of contact between students; and

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The provision and access to support structures such as library, study area, educational media and network.

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

INTERACTION....

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Deconstruction of Traditional Pedagogy

CLASSROOM ACTIVITY Instruction …………… … -> Construction Teacher Centred …… …-> Student-Centred Didactive …………… … .-> Interactive TEACHER ROLE Expert …………… … -> Facilitator STUDENT ROLE Passive Listener . ………-> Active Collaborator INSTRUCTIONAL EMPHASIS Facts & Rote Learning ….-> Critical Thinking KNOWLEDGE Accumulation & ……… .-> Transformation Retention of Facts of Facts/ Ideas DEMONSTRATION OF SUCCESS Retention & ………………..-> Assimilation & Quality Quality ASSESSMENT Norm Referred …………-> Criterion Referred TEACHING METHOD Drill & Practice …………-> Collaboration & Interactivity APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

New Learning Environment…5 5. Internet-Based Education

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Use of the Internet for the delivery of designed, structured learning experience

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WWW – provides alternative means of delivering course and services with an EXTRAORDINARY range of options.

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

ICT-based pedagogy

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One-alone technique

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One-to-one

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One-to many

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Many-to-many

.

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Pedagogical Model

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Key Principles:

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Learning situations should be designed for flexibility and adaptability;

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and Learning situations should involve not only acquisition of skills concepts but also opportunities to participate in and contribute to a learning community.

(Collis, B. & Moonen, J. (2001). Flexible learning in a digital world:Experiences and challenges, Kogan Page, UK)

The primary goal of education at all levels should be to engage students in meaningful learning – which is defined as active, constructive, intentional, authentic and co-operative.

(Jonassen, D.H., Peck, K.L. & Wilson, B.G. (1999). Learning with technology: A constructivist perspective, Prentice Hall, Upper Saddle River, NJ)

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Learner Control

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Degree to which learner can direct his/her own learning experience DTW individuals control the path,pace and/or contogenciesof instruction Type of learning on the network that allows students to control depth of study, range of content, number and types of delivery media, and time spent learning - Tailor specifically - Learning to specific needs.

Doherty, P.B. (1998) Learner Control in Asynchronous Learning Environment, Asyn Learning Networkk Magazine 2 (2) h:/w.aln.org/alweb/magazine

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

The Learning Experience To experience a wondeful teacher’s pedagogy is to be inside his/her mind.

PEDAGOGY + CONTENT + COMMUNITY =

VALUED LEARNING EXPERIENCE

Kathleen Gilroy http://www.destinationcrm.com/dcrm_ni_article_print.asp

?id=432&art=mag APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

e- for….learning?

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The learning experience now afforded to the learners in the digital era now can never be matched in the confines of the four walls, should now present, and be organized in a manner to promote;

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Exploration Experience Engagement Empowerment Effectiveness Ease of use

Oblinger, D.G., Barone, C.A. & Hawkins, B.L. (2001).

Distributed Education And Its Challenges: An Overview.

American Council On Education/EDUCAUSE, Washington D.C., p. 2.

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Delivery Technologies in DE Models First Generation –The Correspondence Model (Print)

Second

Generation – The Multi-Media Model

Third Generation – The Telelearning Model

Fourth Generation – The Flexible Learning

Model APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Open University Malaysia (OUM)

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Presently, electronic learning makes up about 20% of course offerings delivered via diatence learning

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Besides connecting via lease telephone lines, OUM has also opted for microwave lines to address the increasing number of student users quickly.

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In addition to e-learning, OUM is pursuing the idea of mobile learning (M-learning) as students have access to handphones rather than computers (Computimes, New Straits Times, Malaysia, August 19, 2002, p. 4) APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Universiti Tun Abdul Razak (UNITAR)

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Own software-VOISS – Virtual Online Instruction Support System) for interfacing with students, instructors and administrators of online courses UNITAR- web-based courses employ maninly text based, enhanced by some illustrations and graphics.

Students accesss from home or office Supplemented by f2f Task dome in gropus APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Pew Internet and American Life Project (Washington) (2,054 students in 27 Schools in the USA)

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Nearly 75% of college students say they use the Internet more than they use the library to look for information; 9% said they used the library more

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72% check their e-mail at least once a day.

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“College students have so integrated the Internet into their lives; it’s something that goes unnoticed and taken for granted. They don’t think about using it, just like they don’t think about using the TV and the telephone”

Steve Jones, Prof. & Head of the Department of Communiocation, University of Illinois-Chicago, USA

(Computimes, New Straits Times, Malaysia, September 19, 2002, p. 24) APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Fifth Generation – The Flexible Learning Model - 1 Automating e-Learning :

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Through the development and implementation of an automated courseware production systems, automated pedagogical advice systems, and automated business systems, the fifth generation of distance education has the potential to deliver a quantum leap in economies of scale and associated cost-effectiveness.

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The system will provide an essential source of e-information in conjunction with an e-content management system. The latter system enables cross-media publishing from a single document source. This means that USQ is able to make courseware available to students in a variety of delivery modes (print, online, CD, DVD, etc.) from a single document source. APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Fifth Generation – The Flexible Learning Model - 2

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The fifth generation Intelligent Flexible Learning Model has the potential to deliver major economies of scale in managing teaching and academic support through the exploitation of automated response systems.

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USQ have developed prototypes of what we refer to as intelligent object databases, which can be searched by pre-specified key words.

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Using structured, intelligent databases, the knowledge generated by solving student problems/enquiries is being progressively stored and made available so that, wherever possible, students with equivalent or similar problems can have their enquiries dealt with immediately through the self-help, automated response capacity of the USQ

Assist

system, thereby facilitating effective first point of contact resolution. APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Learning Environment..

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A ‘buffet’ of strategies is presented that will cater to the various needs and preferences of the learner. As an example, this paper highlights a ‘buffet’ format as experimented upon by the Ohio State University (OSU, 2001), i.e.,

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lectures, individual discovery laboratories (in-class and Web-based), team/group discovery laboratories, individual and group review (both live and remote), small group study sessions, videos, remedial/pre-requisite/procedures training modules, contacts for study groups, oral and written presentations, active large-group problem-solving, homework assignments (TA graded or self-graded), and individual and group projects;

OSU (2001). http://www.center.rpi.edu/PewGrant/RD3%20Award/Ohioab.html

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Reality?

Kearsley (1998) also pointed out that the promise of providing individualized instruction via computers has been met in only the most trivial ways and that thousands of drill and practice tutorial programmes have been developed and used in schools with very little impact. Too much instruction is judged by the glitz, glitter, or game-like interaction that too often is irrelevant to the effectiveness of the instruction. APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Web-based research Short-Term Research Grant: Web-based distance education

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Problem-based learning

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Constructivistic learning

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http://161.142.12.132/szbg_3/

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http://161.142.12.132/mab_3/ APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Association Test

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Humans can recall some ‘words’ from the word or the something that acts as the stimulus one

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It can be considered that these response words are produced from knowledge, experience, image for the stimulus word, strategy and tactics for problem solving on the stimulus word - this is called the schema

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By cognitive psychology, the learning is defined that the schema of the learner changes and on this basis, the content of schema appears out of human by association.

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How schema of learner change in pre- and post-class work – apply this in the e-learning scenario Collaboration with the Faculty of Education, Nagasaki University, Workshop in Distance Education, 25 th January 2003, Nagasaki, Japan APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

In emergency……

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Shukran Xie-Xie

Thank You Terima Kasih

Doomo Arigato Guzaimase Merci …. And so on…

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Learning Behaviourism

Objectivist

Set to be Implemented (execute)

Constructivist

Set to be discovered/constructed (explore limits/ integrated learning environment)

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

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Gagne Instructional Events

Motivate Learner Inform learner of

objective(s)

Direct attention Stimulate recall of prerequisite materials Provide guidance for learning Enhance retention Elicit performance Assess performance & provide feedback Promote transfer of learning

Convert to electronic asynchronous learning environment

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

One-alone techniques

Online Resource Paradigm

   

On line

data

Journals Software libraries Online interest groups

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

One-to-many techniques

Bulletin Paradigm

o o

Lectures

Symposiums

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

One-to-one techniques

E-mail Paradigm

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Counseling sessions

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Learning

contracts Correspondence studies

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Internship

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Many-to-many techniques

Conference Paradigm

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Debates

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Case studies Discussion

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Brainstorming Project group

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Second Generation – The Multi-Media Model

Print

Audiotape Videotape Computer-based Learning Interactive Video

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Models of Distance Education

Characteristics   

Distributed Classroom Independent Learning Open Learning + Class

Technologies – in class Technologies – out of class Interaction

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Third Generation – The Telelearning Model

Audioteleconferencing Videoconferencing Audiographic Communication Broadcast TV/Radio

+

Audioteleconferencing

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN

Fourth Generation – The Flexible Learning Model

  

Interactive multimedia

(IMM)

Internet-based computer mediated Communication (CMC)

APAN 2003 - 22 nd -24 th January 2003, Fukuoka, JAPAN