Conditions for Success | Steps of Change | Conclusions | References

Abstract

To implement distance learning programs involves; 1) systematic process to arrive at consensus, 2) defined steps and factors, and 3) critical planning issues. Results of following the factors in a specific adoption process include a 1) definitive strategic plan which 2) ensures success in distance learning programs once they are implemented. Using multiple types of media (video, audio, data) ensures that all learning styles are met and that significant methods for interaction are provided.

Paper

Basics of decision making and diffusion of innovation were defined in the stages of acceptance of adoption [Rogers, 1962]. He analyzed the process used to accept things which are new and different. These included 1) awareness, 2) interest, 3) evaluation, 4) trial, and 5) adoption. Acker [1985] analyzed Rogers work as it applied to education technology and concluded that there were additional steps; 1) perceived and actual relative advantage, 2) complexity, 3) observable, 4) trial (can be tried), 5) compatibility 6) issues of cost, equipment quality, ease of use, evaluations, comfort, and cult;

Human factors require as much or more planning than technical design to enlist user acceptance and create a sustained use of the application. The introduction of distance learning by an influential person prior to use is importance for adoption and successful implementation. Organizations should consider the simultaneous development of human factors and technological systems.

To implement distance learning programs involves; 1) systematic process to arrive at consensus, 2) defined steps and factors, and 3) critical planning issues. The results of following the factors in a specific adoption process include a 1) definitive strategic plan which 2) ensures success in distance learning programs once they are implemented. Using multiple types of media (video, audio, data) ensures that all learning styles are met and that significant methods for interaction are provided

In educational organization decision making, the decision making leader and/or group is must be ready to respond to unexpected events and change. When they sense difficulty, they must locate and define it, propose possible solutions and rationally develop implications of the alternatives. After further observations and experiments, they should enable discussions that lead to acceptance or rejection of each suggestion.

The general barriers to the use of educational technology include; 1) lack of information about technology, 2) length of time for widespread use, 3) inappropriate match between technology and service. There is a 4) general panacea approach with a technological solution which leads to machine mysticism based on a misperception that technical advance leads to progress and the myth that a cultural lag occurs everywhere as we try to keep up with progressive technology.

Instead, we should concentrate on using technology to answer new patterns of problems. These might include lack of funding, low faculty commitment, and trained support staff. Faculty concerns include class size, how to conduct discussions and maintain face-to-face involvement, the fear that there will be lack of support from peers and the administration, and the fear that distance learning will replace many faculty members. The additional fear that they will be reviewed on video and evaluated as being untalented in the use of video technologies is also a major concern. Faculty have usually seen only the traditional stand-up lecturer model which is not appropriate in all content delivery.

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There are psychological barriers which must be considered. These include; 1) it's never been done that way before, 2) suspicion of change, 3) telephobia - a general suspicion of change involving television or technology, 4) making a fool of oneself, 5) videoconferencing is only hype or show biz and may only entertain rather than inform. Other psychological barriers include 6) television is a cold high tech medium which does not transmit as a personal high touch meeting, 7) a short audience attention span based on years of using television as a passive entertainment medium, and 8) a lack of interaction or knowing how to help it to flourish. Institutional concerns include the quality of the course content, a lack of central grading, decentralized assessment, high up front costs for the technology, and methods to provide training to faculty members who may revolt against the idea that they need training in practice with the technology and new methods of instruction which include collaboration, developing self-directed learners, authentic assessment, hands-on practice, and instructor as facilitator.

The advantages of educational technology include cost efficiency, access to programming, enrichment, and new methods of instruction that reach all learning styles.

Conditions for success

1. Recognized existence of need
2. Articulation of purpose and guide
3. Identification of structure
4. Leadership of the innovation
5. Teacher participation and support
6. Appropriate technology
7. Evaluation mechanism
9. Continuing adequate resources

Steps of change: Strategic plan

I. Decide to plan for change: Awareness

1. Key administrators
2. Super leader
3. Understand elements of change: Flexible environment, policy, philosophy, leadership

II. Recognize real need vs. perceived need: Interest

1. Identify the recipient
2. Why have the program? Who wants and who needs the program?
3. Competition: Who else is doing it?
4. Is the program really needed?

III. Understand the real reason for implementation: Advantage

1. Value to the organization
2. Political issues involved
3. Technology or needs driven
4. Competition driven for competition's sake
5. Philosophy of the program
6. Culture of the organization affects the programs: Political issues involved

IV. Mission of organization: Evaluation

1. Does the programming fit the organization's
a) goals and objectives
b) quality standards
2. How will this help the organization?
If it won't, don't!
3. What is the driving force to market the program?
4. Will it make money?
5. Will it be self sufficient?
6. How large do we want it to become?
7. What is the return on the investment?

V. Plan the program: Trial

1. Time - take the time to plan
2. People - faculty/staff
3. Space, facilities, equipment
4. Production capability
5. Money - now and later

VI. Review what the organization does now: Observability

1. Will distance learning duplicate services? Classes? Staff? Departments?
2. Is the organization working well in training and education?
3. Does the organization support education and training, change, and technology?
4. Do we have enough people and support to add change?
5. What are the organization's strengths and weaknesses

VII. The Gap: Compatibility

1. How far to go to have a successful program
2. Will the organization be able to change
3. Subtract the difference between....
Where we want to be
Where we are now
The GAP
4. Can We Do It?

VIII. Contingency: Pre-adoption

1. Trial and pilot
2. Flexibility
3. Client needs
4. Institutional perceptions
5. Success vs. failure What happens if it...won't, doesn't...is different? If it is more, better, does?

IX. Implementation: Adoption Commitment to the ongoing process

1. Lead people
2. Design programming
3. Train in...production techniques and technology
4. Faculty support
5. Dollar support
6. On-going growth
7. Continued resources - finance the program
8. Plan for growth
9. Plan for change
10. Believe in the program
11. Garnish support again and again
12. Evaluate the program

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Conclusions

Follow: All Steps of Change
All Conditions of Success

Model program: Interaction through mixed media

This model program is based on a mix of media - computer conferencing, video conferencing, video tape, audio conferencing, and computer access to learning resources. This mix of media is available now. With it all learning styles can be reached. It also includes a component which enables students to become self-directed learners and reduce their sense of isolation. Over the last several years, some states passed legislation which required an interactive component in distance learning programs. This seems to imply that distance learning can only be interactive and thus effective using two-way video and two-way audio systems. However, interaction can be attained through other audio technologies and computer conferencing. This is a listing of the off-the-shelf technologies available now.

Video: broadcast/cable video, satellite video (analog and digital), ITFS, videoconferencing (two-way video/audio - compressed), one-way closed circuit video (usually confined to campus), cassettes, video disk, CD-ROM, videotex, and multimedia.

Audio: telephone, conferencing, cassettes, voice mail, radio, records, CDs, CD-ROM, and multimedia.

Computer: e-mail, computer conferencing, bulletin boards, multimedia, CD-ROM, video disk, videoconferencing, local/national library databases, resource access, and Internet access.

Mix of media

The use of video, audio and computer conferencing forms the basis for a move toward multimedia. Because most faculty do not have extensive media training, they will not be able to utilize multimedia technologies in the future if they have not become accustomed to using them now.

As students and faculty become familiar and comfortable with the existing but separate mix of media, they are preparing for the use of multimedia that will be available over wideband transmissions. These hypertext environments will be interfaced with computer conferencing systems to produce a more advanced communication and education medium.

This new learning domain enables educators and students to engage in learning interactions more effectively, and will develop new and different forms of educational interactions. Because the mix of media and multimedia appeal to a variety of learning styles, students will learn more effectively than they would from only one medium. There is already overlap in some technologies and we are continuing the trend toward digital fusion where many technologies are becoming digital and ultimately will be accessed through computers. Telephone companies are providing access to wide bandwidth which supports individual learning stations in the home, office, and campus which will support desktop videoconferencing.

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. This became a taxonomy including three overlapping domains; the cognitive, psychomotor, and affective. Each of the domains can be utilized through the interaction of media.

Cognitive learning is demonstrated by knowledge recall and the intellectual skills: comprehending information, organizing ideas, analyzing and synthesizing data, applying knowledge, choosing among alternatives in problem-solving, and evaluating ideas or actions. This domain on the acquisition and use of knowledge is predominant in the majority of courses. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.

1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, and repeat.

2. Comprehension: classify, describe, discuss, explain, express, identify, locate, recognize, report, select, and translate.

3. Application: apply, choose, demonstrate, employ, illustrate, interpret, operate, practice, sketch, solve, use, and write.

4. Analysis: analyze, appraise, calculate, categorize,
compare, contrast, criticize, differentiate, discriminate, distinguish, examine, and question.

5. Synthesis: arrange, assemble, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, and write.

6. Evaluation: appraise, argue, assess, choose compare, defend estimate, judge, rate, core, select, value, and evaluate.

Affective learning is demonstrated by behaviors indicating attitudes of awareness, interest, attention, concern, and responsibility, ability to listen and respond in interactions with others, and ability to demonstrate those attitudinal characteristics or values which are appropriate to the test situation and the field of study.

This domain relates to emotions, attitudes,, and values, such as enjoying, conserving, respecting, and supporting. Verbs applicable to the affective domain include accepts, attempts, challenges, defends, disputes, joins, judges, praises, questions, shares, supports, and volunteers.

Psychomotor learning is demonstrated by physical skills; coordination, dexterity, manipulation, grace, strength, speed; actions which demonstrate the fine motor skills such as use of precision instruments or tools, or actions which evidence gross motor skills such as the use of the body in dance or athletic performance

Verbs applicable to the psychomotor domain include bend, grasp, handle, operate, reach, relax, shorten, stretch, write, differentiate (by touch), express (facially), perform (skillfully).

Video Conferencing: Video is used for content that must be presented utilizing visuals such as video tape, slides, charts, graphs, drawings and demonstrations. Since video is a more expensive medium to use because of the cost of wideband transmission, it should be used selectively when the content requires it. All content does not need to be presented over video. After primary information has been presented on video, some interaction may take place if there is time left in the class period and if the instructor has planned for interaction.

Video technology provides numerous advantages; increases instructor productivity; encourages participative teaching styles; and promotes and optimizes the highest ideals in advancing education.

Coupled with audio conferencing and computer conferencing technologies, an entirely new group of resources becomes available. Interaction can be carried on through more cost efficient audio and computer technologies which can be available to students in synchronous or asynchronous as the content or the instructor requires. Classes should be taped and made available to students.

If classroom space is at a premium, video conferences can be switched to the campus closed circuit network so that students can view the class in their dormitory room. They can interact by calling into the origination site on campus or at a distant campus.

Audio conferencing: To continue the discussion during the next regular class period, the class can meet via audio conference bridge. The equipment required for this is an audio conference bridge with enough ports on it to accommodate the size of the class. During the audio conference the instructor can present new material that does not require video for presentation, answer questions, and set up an interaction between students so that they are able to share information and experiences.

Audio conferencing should be used when synchronous (real-time) discussion is required. During the early part of the course, audio conferencing can be used more to dispel the student's sense of isolation from instructor and peers. Formal audio conferences should be scheduled well in advance, an agenda should be set by the instructor, and students should have hard copies in their study guide or text of visuals that were used in the video class. To bring a different element into the course, guest experts in the content field can be asked to present lectures or participate in question and answer periods through the audio conference. Additional visual materials can be mailed, faxed to students. Text can be sent via computer.

Attendance should be taken during the audio conference and the instructor should require students to interact as part of their grade. Classes should be taped and made available to students.

As with video conferencing, audio conferencing is approached differently than a traditional class; there is a big difference in presentation. Use an agenda with paragraphs explaining discussion points. Handouts are important for visual learners. Throughout the class, use visuals. Transmission costs for audio conferencing can be transferred to students as they dial the audio conference bridge. Toll free numbers are provided for instructors.

Voice mail: Voice mail for faculty and students will extend the bounds of instructor accessibility for students. Voice mail can be provided to students as a component of their dormitory telephone service or as a dial in voice mail box for students living off-campus. With voice mail, complete interactions can take place asynchronously. The student has a question that needs to be answered outside of regular class hours. The instructor can dial the student's voice mailbox and leave a complete answer when it is convenient. Because this can be done from any phone in the world, instructors can be accessible to students at all times. This service will reduce the student's sense of isolation.

Computer conferencing: Computer conferencing is used to continue the discussion when real-time interaction is not required. For some courses, computer conferencing may be sufficient. Because the classroom is open at all times, students can schedule learning time around personal and professional commitments. Computer conferencing represents a new domain for educational interaction and it is essentially collaborative and team based.

Student and faculty equipment needs include a computer, telecommunications software, conferencing software, modem and a regular telephone line. The host site must have a computer capable of handling thousands of messages, telecommunications software, conferencing software, a bank of modems and telephone lines.

Computer conferencing programs enable the student and instructor to dial into the academic computer when it is convenient. Each student is issued a private electronic mailbox on the system and share access to a group mailbox which is the focal point for instructor communication to the class as well as the vehicle for general group discussion. Multiple assignment class mailboxes enable discussion to take place for that assignment in only that mailbox. When only one mailbox is used for the entire class, discussions become muddled and difficult to follow. Software is menu-driven, and supports simple commands for uploading, downloading, capturing, and storing files.

Students receive course materials and textbooks by mail. Students follow a study guide prepared for the course by a design team as well as a traditional textbook, case studies and other materials. Instructors can add or delete assignments. CD-ROMs, simulations, spreadsheets, QuickTime movies and other multimedia expand the experiences that are available to the student.

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Some institutions are creating interactive computer aided components which can be sent to students on computer disk, CD-ROM or accessed through the campus computer network. Each week, instructors provide a lecture focusing on the week's important content which students download. Group and individual assignments are customary. Students send homework assignments to class mailboxes. Instructors grade and return assignments. Students file a weekly summary to focus on what they have learned that is relevant to them.

Interaction by students may account for up to forty percent of the grade. With the requirement for meaningful interaction, students seldom fail to participate. Once they begin to interact, it becomes a pattern for them. They begin to own the class and take responsibility for the quality of the discussions and learning.

The benefits to the student are significant. The nature of the system enables students to prepare thoughtful responses, and the quality of information is very high. Their writing and critical thinking ability increases. They cannot hide in the back of the room behind one or two class stars who answer all of the question. If students don't speak up, everyone notices.

Faculty are able to provide significant one-to-one instruction to students when they need it - or within a few hours of when a question is asked. Audio conferencing is used when real time interaction is necessary. In this mode a number of smaller assignments is due each week. All assignments are posted to mailboxes which are open to the class. Students react to one another's assignments by critiquing the assignment, making additional suggestions, providing other information, or asking for additional information. This process contributes to higher developmental levels of understanding and their collaborative work skills are honed by the requirements of the course.

The act of formulating and verbalizing one's own ideas as well as responding to ideas by others are important cognitive skills. Collaboration contributes to higher order learning through cognitive restructuring or conflict resolution. In the face-to-face classroom, up to sixty to eighty percent of the verbal exchange during class time come from the instructor, this pattern is the opposite in computer and audio conferencing.

Analyses of various online courses indicates that the instructor contributes only ten to fifteen percent of the message volume and of the number of conference messages. Interaction by students in this medium is significantly higher than in traditional face-to-face classes. The class archived transcript facilitates reflective review of comments and discussion prior to providing an answer.

Final examinations are usually open book and are sent to the instructor's mail box which cannot be accessed by students. Joint student projects are also productive in this environment. Study or work groups of three and four students are able to accomplish tremendous amount of productive and innovative work in this environment as individual schedules do not interfere with meetings. The asynchronous mode allows all students to be productive when it is convenient for them. Active learning in the computer conferencing environment can be measured by the level of participation. The computer medium lends itself well to a variety of courses.

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References

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