1. Distance Education: Preparing Faculty to Teach the Distant Learner by Michael Simonson

2. Agenda

3. ST SP ST SP DT SP DT SP ST DP ST DP DT DP DT DP Coldeway's Quadrants

5. One-Time Only Events One-Time Only Events Multiple Session Events Multiple Session Events Distance Education

6. Redefinition of Distance Education Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructors.

8. " When I was a kid, I had to walk three miles each way to school. The snow drifts were seven feet high, and I had no shoes." "Gee, Granddad, that's nothing. Today I had to go to Paris for my French class, MIT for computer science and the New York Stock Exchange for economics" Welcome to the world of distance learning. - Paul Butera, Ameritech Magazine

9. Equivalency Theory of Distance Education "The more equivalent the learning experiences of the distant learner are to the learning experiences of the traditional learner, the more equivalent are the learning outcomes."

10. Shifting Paradigms: Mission and Purposes Instruction Paradigm Provide instruction Transfer knowledge - faculty to students Offer courses Improve teaching Instruction Paradigm Provide instruction Transfer knowledge - faculty to students Offer courses Improve teaching Learning Paradigm Produce learning Elicit discovery and construction of knowledge Create powerful learning environments Improve learning Learning Paradigm Produce learning Elicit discovery and construction of knowledge Create powerful learning environments Improve learning

11. Shifting Paradigms: Teaching/Learning Structures Instruction Paradigm Time held constant, learning varies 50-minute lecture, 3-credit hr course Covering material Degree equals accumulated credit hours Instruction Paradigm Time held constant, learning varies 50-minute lecture, 3-credit hr course Covering material Degree equals accumulated credit hours Learning Paradigm Learning held constant, time varies Learning environments Specified outcomes Degree equals demonstrated knowledge and skills Learning Paradigm Learning held constant, time varies Learning environments Specified outcomes Degree equals demonstrated knowledge and skills

12. Shifting Paradigms: Learning Theory Instruction Paradigm Learning teacher- centered, controlled “Live” teacher, “live” students required Classroom/learning competitive and individualistic Instruction Paradigm Learning teacher- centered, controlled “Live” teacher, “live” students required Classroom/learning competitive and individualistic Learning Paradigm Learning student- centered, controlled “Active” learner required, but not “live” teacher Learning environments cooperative, supportive Learning Paradigm Learning student- centered, controlled “Active” learner required, but not “live” teacher Learning environments cooperative, supportive

13. Shifting Paradigms: Nature of Roles Instruction Paradigm Faculty are primarily lecturers Faculty and students work independently and in isolation Instruction Paradigm Faculty are primarily lecturers Faculty and students work independently and in isolation Learning Paradigm Faculty are designers of learning methods and environments Faculty and students work in teams with each other and other staff Learning Paradigm Faculty are designers of learning methods and environments Faculty and students work in teams with each other and other staff

14. Advantages of Internet-Based Courses Courses could be available to any qualified individual in world Course components available 24 hrs/day Students work at own pace Distributable across multiple computer platforms Technology relatively easy to use Learning resources available across entire Internet Courses could be available to any qualified individual in world Course components available 24 hrs/day Students work at own pace Distributable across multiple computer platforms Technology relatively easy to use Learning resources available across entire Internet

15. Advantages of Internet-Based Courses Online course materials easy to update or modify Internet promotes active learning and student intellectual involvement Internet provides variety of learning experiences, accommodates differing learning styles Students learn Internet skills that improve employment options after graduation Online course materials easy to update or modify Internet promotes active learning and student intellectual involvement Internet provides variety of learning experiences, accommodates differing learning styles Students learn Internet skills that improve employment options after graduation

24. Distance Learning Classroom Teaching Site View from Front

25. Distance Learning Classroom Teaching Site View from Rear