Systems artifacts
Understand that we live and work within systems of cause and
effect in which actions may have
multiple origins and consequences. |
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Example No. 1
550- Higher Education: Improving
Retention and Success Rates in
Distance Education Courses
Report (doc)
Presentation (ppt)
Researching the system of Distance
Education in regards to retention of learners.
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“Online learning now depends more on the ability of
educators and trainers
to tutor and support learners online than on the technology itself.”
–Dr. Ian Heywood, 2000 World Open Learning Conference and Exhibition, Birmingham , England
I believe that most of the assignments and projects in EDTEC 550 related to the Systems
competency.
The successful implementation
of online courses depends on a meticulous
blend of components that include
learner support,
online organization and design,
instructional design and delivery, faculty skills in teaching
with technology,
assessment
and evaluation,
and student support services.
A system can be described as a set of elements interacting with one another within
specified boundaries to
produce an output or result.
According to Dr. Saba, the following components make up the system of Distance Education:
Retrieved March 1, 2007 from Paradigm Shift in Education and Performance Technology
at http://edweb.sdsu.edu/courses/ed795B/schedule-s05.htm#S6
After establishing a basic command of what Distance Education (DE) was all about,
I chose to research retention and success rates in higher education DE courses.
Having the internet as a tool for communication and improved technologies for delivery
was a wonderful start for distance educators. However, it is not a recipe for success.
Providing rich and rewarding learning experiences online has proven to be more complex
than just transferring classroom-based training online. In fact, experienced multimedia
developers have discovered that it takes 10 to 20 times more labor and skill to produce
good e-learning courseware than traditional training. Retrieved March 10, 2005 from
“The Pitfalls of e-learning” by Ruth Corvin Clark,
http://www.pfeiffer.com/WileyCDA/PfeifferArticle/id-15.html
Research shows that barriers such as lack of interactivity, poor time management,
low motivation, lack of computer confidence, and technical problems contribute to
low retention rates in DE. In addition, a concept defined as transactional distance
was a significant barrier for learners who were not in a face-to-face setting with
other classmates (Moore & Kearsley 2005). Transactional distance refers to feelings
of isolation that a learner can experience when they are not involved in a classroom
setting.
Review of the literature at that time (Spring 2005) revealed that many faculty attempting
to teach via online classes were lacking skills such as the ability to provide relevant activities,
constructive feedback, management of online forums, summary messages to restate
ideas/concepts, and the modeling of good online manners. One institution, Tomball College,
found success by creating a Distance Learning Center and a mandatory certification training
program. Almost immediately, completion rates improved, student complaints declined,
faculty evaluations improved, and the faculty began seeing themselves as
“among the best in practice.” Retrieved March 15, 2005 from Red Hot Tips:
Improve Retention in Your Distance Education Courses at http://www.eric.ed.gov/ERICWebPortal/Home.portal?_nfpb=true&ERICExtSearch_
SearchValue_0=Retention+in+Distance+Education&ERICExtSearch_SearchType_
0=eric_metadata&_pageLabel=ERICSearchResult
I chose this subject because I believe that successful Distance Learning (DE)
experiences have positive ramifications for both individuals and society at large.
Intrinsically motivated individuals will be more effective learners. In turn, these
learners pave the way for a more educated and productive society
(Lepper & Malone, 1987) and (Allen, 2006). The more we understand the system
of DE, the more effective we can make the system, thus making learning more
available, accessible and successful.
In summary, this research and the entire course left me with an understanding
of the elements necessary to provide successful online experiences for the distance
learner. Distance Education must be viewed in a holistic manner, with the
understanding that there must be interoperability of all components.
In EDTEC 550, we were asked to discuss current social issues, and trends affecting
distance education. One of the many components that comprise the system of Distance
Education (DE) involves copyright issues. Improvements in technology and the transmission
of digital information required that the Copyright Act and the concept of Fair Use be revisited,
since the rules had been built around traditional course delivery.
In 1998, Congress directed the Copyright Office to prepare a report recommending what
should be done to facilitate the use of digital technologies in DE. The result of this investigation
was the implementation of a new bill known as the TEACH Act (Technology, Education, and
Copyright Harmonization Act). This legislative process took over two years to complete and
was signed into law in late 2002.
I researched this legislation in order to assess its ramifications for distance educators.
Overall, the TEACH Act expanded the scope of educator's rights to perform and display
works. Benefits of the Act allowed instructors to expand the range of works used and their
receiving locations, as well as allowing analog works to be digitized.
The definition of Systems in our ePortfolio guidelines is “Understand that we live and work
within systems of cause and effect in which actions may have multiple origins and consequences.”
This project exemplifies how the change in legislation affected many parties, including students,
faculty, institutions, librarians, lawyers, and policymakers.
In addition to the powerPoint presentation I prepared, I created a TEACH Act job aid for
instructors. The job aid included what the act stands for, what it says, parties affected,
materials affected and how they can be used, and what has changed with this new legislation.
In addition, I included a link to SDSU's Senate Policy for our university'slanguage and a few
other related links that I thought would be helpful.
The process of creating a job aid strengthened my skills as an instructional designer
by challenging me to succinctly provide essential information for the learners use
(Clark and Mayer 2006).
