Online leaning does not involve just uploading lecture notes to the internet. There are various other processes required which forms the online learning course. When formulating an online learning course for students or the world at large, there are various steps followed. First, a person who wants to post an online course must conduct an analysis of the course delivery (Ko and Rossen, 2010).
This involves assessing the type of students and their number. He must also analyze the delivery of the content whether the delivery will be in a class based or students will learn at their preferred time. Another aspect checked is the access of internet services to the students and other facilities that students may require.
This may include laboratory services, text books and library services among others. Lastly, a person must decide from where the students will be receiving their learning services. This can be in a personal website or college website (Ko and Rossen, 2010).
The other step is designing the classroom for the students. This will involve coming up with appropriate methods of assessing the students progress and discipline as well as designing ways in which discussions can be conducted if the course requires discussion (Ko and Rossen, 2010). Another step may involve the delivery of information to students. Delivery may be only through lecture notes or students may have to seek extra information from other books.
Another step is developing the resources for the online learning program. There are resources available online and some require copyright to access the content (Simonson, Smaldino, Albright and Zvacek, 2011). Alternatively, a person may choose to use the open source resources which are freely available on the internet. When developing the resources, it is always right for a person to acknowledge the source of materials he used in his work.
It is also necessary to consider the balance of information from various sources and the amount of workload. The person learning should be able to maneuver through the document easily without problems. The team members can easily help in implementing the course work and reviewing it.
Reviewing is done from the student side where a person analyzes the content and readability of the information contained in the online learning program (Simonson, Smaldino, Albright and Zvacek, 2011). Additionally, evaluation helps in checking whether website links included are viewable and accessible.
The team members should assist in designing an appropriate online learning system. Therefore, team members should share the same goal regarding online learning (Ko and Rossen, 2010). A common goal and understanding between members is also noteworthy. In case the team members will have to work individually at some point, they will give information leading to a common goal. Thus, there will be a continuous flow of information even though it was done at individual levels.
When the team members have different background in knowledge and skills, they bring different skills that help in producing an extraordinarily high quality online course (Ko and Rossen, 2010). For example, the team can comprise people having knowledge on internet programming, linguistics, health insurance, online payment, project management, online teaching among others. This will form a powerful team where each person specializes in a certain field.
Therefore, they will be able to offer the best of their abilities in the respective areas. Moreover, a differentiated team in knowledge and skills provides a better step by step progress ensuring full incorporation of all information required. The team helps in creating an innovative and exceptional online leaning course (Ko and Rossen, 2010). When working together as a team, they acquire group synergy. It becomes easy to correct mistakes because what one person cannot see another can see.
References
Ko, S. and Rossen, S. (2010). Teaching Online, A Practical Guide (3rd Edition). London: Routledge.
Simonson, M., Smaldino, S., Albright, M. and Zvacek, S. (2011). Teaching and Learning at a Distance (5th Edition). New York: Allyn & Bacon.
The decision to study online is significant, and an increasing number of people are choosing this route. Why should you consider this mode of education? The answers are different for every student, but convenience and flexibility are major reasons. Online classes could remove obstacles that have kept from achieving your ambitions.
For some folks, geography is a key factor. Is there a fine institution of higher education within reach of your home? If not, and especially if your other regional options are a bit lacking in reputation, you may be better off with a more prestigious online institution.
Is there a college nearby that offers the particular program that you seek? Specialized training is available online almost anywhere around the world, including for professional or continuing education coursework that is often required for ongoing licensure or certification in your field.
For many folks, physical access issues can pose a barrier to on-campus classes. If you have any sort of physical or mental disability, you know that classroom learning can be a tremendous challenge. Online classes eliminate most physical barriers, of course.
Additionally, many problems that people encounter in the classroom, such as distraction, can be eliminated. At home, you can create the learning environment that fits your learning style: whether this includes absolute silence, or a companionable hubbub.
If you have a diagnosed learning difference, it may be less onerous to accommodate your needs in a virtual classroom. Although many online classes include timed tests, it is worth it to find out whether extensions in time for assessments are negotiable.
Alternatively, you may be faced with invisible barriers to classroom learning. Some families may be reluctant to allow their youngster to attend a college, and mix with other students, for cultural or religious reasons. Online courses remove many of these objections.
If you are trying to hold down a job while pursuing a degree or certification, you are a prime candidate for online learning. Most programs will allow you to fit your studying in around your work schedule. Be careful not to overload yourself, however. Reputable virtual college coursework is going to be just as intellectually demanding as bricks and mortar classes.
The advantage of online courses for full or part-time employed individuals is that you can plan how you take your courses. If you need to take only one course at a time, you can find a program that will permit this.
Folks who have responsibility for child care or elder care can also benefit from web-based classes. You can be listening to a lecture while your charges are sleeping peacefully.
Students who are very shy or lack confidence in themselves can overcome this obstacle through online classes. The virtual classroom offers opportunities to shine without having to speak in front of a crowd full of curious pairs of eyes. Some currently very successful professionals once cringed and panicked at contributing to a classroom full of strangers. With the confidence gained in an online course, a shy individual might prepare themselves to eventually enter a bricks and mortar classroom without terror.
Online classes also introduce students to a variety of web-based tools and techniques that will be very valuable later on. Many classes use features such as GoogleDocs to share and collaborate on projects.
The experience of online learning is also almost purely educational. While many students would argue that the time spent hanging out with schoolmates in the dorm, library, cafeteria, or lounging on a lawn, is what makes college awesome, parents paying the tuition might beg to differ. All that down time, whether spent knocking back Jell-O shots or solving the worlds problems over a latte, may be delightful, but it does detract from the hours available for study. Online classes remove at least one temptation to neglect the books.
There are some other efficiencies offered by this method of getting an education. Consider transportation. Even living at home and commuting to a local college consumes relatively significant amounts of time. On some campuses, dorms are so far from the classrooms that the daily commute really adds up. For many students living on campus, there are several days each semester eaten up by travelling home during vacations. All this is an expense in time and sometimes money that is avoided by online learning.
Additionally, students living on campus must take care of all the details of laundry and, sometimes, food shopping and housekeeping. This is an immense distraction and often a major time-waster. Online courses mean you can stay at home where these chores are already being taken care of.
The quality of online courses available is increasing each year. Just recently, a number of top-flight universities have begun offering courses online, some for free. This allows students to pit their brains against some of the best professorial minds in academia. Although most such programs are non-credit, there are plans to eventually make it possible to convert a non-credit course to a full-credit one, perhaps with the payment of a fee.
All these advantages of online coursework warrant a careful consideration!
The 21st century has been marked by major technological advancements due to improved technology. The education sector has not been left behind and has developed a major tool for learning commonly referred to as electronic learning (e-learning). According to Dublin (2003, p. 7), e-learning is a term not easily understood especially for those outside this industry and also within the diverse sectors where it has different meanings. E-learning has many benefits to the students using it. It produces improved performance in the coursework for higher education students in comparison with face-to-face courses (Means, 2009, para.4). It provides increased access in that knowledge can be shared across borders by many intellectuals thus allowing students to attend their courses without limitations of physical, economic, or political boundaries. It is also convenient and provides the learners with flexibility. This is because e-learning is available 24/7 thus learners can schedule themselves in the most convenient way. Finally, learners using this system of education are able to gain digital literacy skills that are important for their courses and professions. For the quality learning process, e-learning has been developed to use different approaches to ease the process of learning. The common approaches used include the following; Computer-Based Learning (CBL) which refers to the use of computers for teaching purposes, the second is Computer-Based Trainings (CBT) which are learning activities that are available through the use of computers or other handheld devices. The resources for learning are presented in a linear style. They are used just the same as reading an online book or journal. CBTs have more benefits than traditional classroom contexts since it incorporates visual aids in learning hence increasing understanding. The third approach to e-learning involves the use of Computer-Supported Collaborative Learning (CSCL). This has greatly improved learning as modern ICT is applied and multiple users can be invited at the same time.
Jordan has a population of six million and is one of the small countries in the Arab world. It has limited natural resources in comparison to the other neighboring countries. Education has for long been acknowledged as a tool for national development leading to its development at all levels. The Jordanian government undertook major reforms to boost economic development by maximimizing utilisation of human capital through educating its citizens (Dirani, & Yoon,2009, para 5). This has led to development of ODL in its universities to cater for the growing demand for tertiary education.
E-learning is a novel idea in most of the Arab world and it has come with its benefits and challenges (Al-Jaghoub, 2009, p.2). Many universities in Jordan are situated in the metropolitan areas due to limitation of accessibility in the rural parts where access to higher education is often hindered. With this limitations of accessibility and the ever increasing demand for higher education in Jordan, e-learning has provided the answer for those keen on further pursuing their education. According to Knowles theory of adult learning, e-learning gives the learners a better control of their education through timing themselves and choosing the places where they think is most convinient to them as regards their other commitments in life (Knowles, 1984, p.20). Most universities in the Arab region set out their own policies, curriculum and different areas of specializations according to what each countries needs and not considering cross-national needs. As noted by Jamlan (1985, p.37), this has hindered the development of Open Distance Learning (ODL). The growth of e-learning has also been faced by major challenges in these countries. These challenges includes the following; in some universities there is limited technological infrastructure to support e-learning effectively, there are negative perceptions by the students and the society at large on online degrees and the learning process and also the problem of frequent unstability in our socio-political environments that hinder development. Studies carried out on the process of e-learning reveals that there is need for coordinated efforts between the different players. These are the learners, the university structure which must be strong and the e-learning instructors (Owen & Demb, 2004, p. 660). For an effective e-learning program that is in tandem with other nations, there is need for strong policies that are supportive to the process and strong institutional changes to encompass and harbour e-learning process (Bailey, 1999, p. 14).
Research proposal and research questions
The following research intends to assess the status of e-learning on the education system of Jordan. It will focus on effectiveness and the challenges or the obstruction e-learning faces during its day to day use in Jordan. The title of this research paper is Exploring Online Learning in Jordan Universities: Effectiveness and Obstruction. The research questions for the study will be as follows:
Is e-learning an effective system of learning in Jordanian Universities?
What challenges/obstruction has e-learning faced during its implentation in Jordan universities?.
What are the personal opinions of the students and the instructors on the best way to improve e-learning process so as to minimise the challenges faced?
Due to the rising number of distance learning students across Jordan, e-learning has become handy to fill the gap in higher education and to decongest the learning institutions. There is little literature existing that takles the issue of effectiveness and challenges met along the way in implementing e-learning. Therefore, to fill this knowledge gap this research will answer the questions needed and provide improvement strategies to e-learning. The research questions selected covers the main factors of the title of the research hence their selection.
Case setting and context
As previously mentioned, Jordan has limited natural resources, unlike other countries in the Arab world; this led to the country to rely much on its human resources to support economic growth. The government was encouraged to develop the ICT sector after the throne of King Abdullah ii in 1999. The people of Jordan have been encouraged to embrace education as a compensatory measure to the lack of natural resources. According to the UNDP report (2008, p. 10), Jordan is one of the countries in the world with the highest rates of adult literacy scoring a 91.1% adult literacy rate in the year 2007/2007. Many universities have been established both public and private to cater for the high number of students seeking higher education in Jordan and its environs. Many universities have embraced the use of ICT and e-learning to increase coverage and reduce competition.
Al-Ahliyya Amman University (AAU) is one of the first and leading private universities in Jordan and is located in Amman. Professor Maher Salim is the president of this university which was founded in 1990. It is organised into seven faculties which helps it meet its overall objectives. These faculties are; faculty of engineering, nursing, pharmacy and medical sciences, information technology, arts and human sciences, law and finally faculty of finance and administrative sciences. It follows the credit-hour system where learning takes place in two semesters yearly and each semester is 16 weeks. E-learning project commenced its implementation in 2006 with its president being its champion. E-learning program at AAU aims at offering online degrees, accessing new markets across nations, offering academic certificates in the majors that the university is offering in its faculties, and make collaborations with other universities. It also aims at sharing of academic knowledge between various members of staff at the university and hence enriching the educational process by enriching both the staff and students with skills relevant to serve the community better. In laying out and implementation of e-learning at AAU, the university coordinated with experts whose role was to train its staff and offer technical advice until success is achieved. AAU is very active in provision of higher education in Jordan and its environs which include other countries like Saudi Arabia (Georgina, & Olson, 2007, p. 5).. Its population consists of both genders although men are slightly higher compared to the females. For this research to produce credible results, AAU provides the best settings. By the fact that it was the first private university in Jordan and also among the first to start implementation of e-learning adds up to the context of this study. Finally AAU is also a fully accredited university by the Council of Higher Education of Jordan and it enjoys wide recognition from both the arab world and internationally. It also enjoys the prestige of being a member of the renowned Association of Arab Universities (Kelly, Ponton, & Rovai,2007, p. 92). This attributes clearly places AAU as one of the best place to carry out this research since the data obtained will cover the views from an accredited institution, staff and students who are mixed in sexes and citizenly.
Study design and study population
A qualitative design approach will be utilised in this research. This is due to the ability of qualitative researches to have an in-depth understanding of various human attributes and analysing the various reasons that help in defining this attributes (Yin, 1994, p. 23). This method is also cheap in terms of resources used since smaller and focused samples are utilised for data collection to investigate the whys and how of choicing a certain decision. A case study of AAU staff and students perception on e-learning majoring on its effectiveness and the various obstructions it faces will be carried out. The data will be generalised to give the impression of the status of e-learning in Jordan Universities. The study population will consist of the university president, 5 staff members who are student instructors on e-learning program and a total of 112 students. The students will be selected randomly to ensure each has an equal opportunity of participating in the study but after meeting the following criteria; in each year of study four respondents will be selected, two from each gender. Then this will apply to all the seven faculties in the university. By so doing it ensures all interests are represented in the study and selection bias is minimised. The AAU president will give a background on the laying out of e-learning at the university and the various administrative challenges that may have been encountered during the implentation stages. The instructors are expected to be very resourceful for this study since they handle e-learning implementation at the university. They will give provide information on how effective e-learning has been since its enrollment and the major challenges it has faced. They will also give personal views of how best they think the program can be improved in order to minimise the challenges that they face. Finally, the students are instrumental in providing a personal judgement on how effective they think e-learning is in comparison to the traditional classroom learning. They will also provide information about the challenges they encounter on accessing information during the learning process using e-learning technology.
Method
The research will utilize qualitative data collection approaches on the respondents. The following data collection tools will be employed; interviews using structured questionnaires, focused group discussions and observation. The president will be interviewed to give background details about the laying out of e-learning at AAU, the challenges that might have been encountered and how they were able to cope with these challenges. He will give the effects e-learning has in boosting higher education learning and in meeting with the ever increasing demand for tertiary education. The president will also be interviewed to provide information on the future prospects of e-learning program outling the developments expected to be achieved. The second interview will involve the student instructors on e-learning. Since they are incharge in implementation they are a great resource and will be sought to give information on the effects e-learning has achieved since it was rolled at AAU. They are also in contact with the students and hence have direct contact with the students. This gives them a better position of understanding the difficulties that the students encounter on accessing learning materials online. Focused group discussions will be formed by the students each group being represented by each academic year and each faculty at the university. The groups will tackle questions on what they think are the effects that has come with e-learning and how best it has made the learning process easier. Personal views will be sought and recorded and the groups point of view. This will give information on the students perceptions of the program, their attitudes towards e-learning and their opinions about the learning process via e-learning. Finally, the researcher will have an opportunity to personally observe the e-learning process by visiting the various resources available at the university. This will be of importance in forming a personal informed opinion and will be used to recommend various ways of improving the program. All interviews will be conducted on one to one basis and this helps the researcher to judge the degree of truthfullness of the information given and thus increasuing the credibility of the research. The questionnaires will be filled by the researcher and will give a guide to the interview. Also the guidelines provided for interview questions and incoorporating data sources (triangulation) from different areas were also used (Merriam, 1998, p.20).
Data collection and analysis
The interviews conducted will provide the researcher with information on the adminisrative structure employed in e-learning, the whole process in steps by step flow hence bringing out the effects of the program on learning in Jordan. The focused groups discussion provides the personal opinions of the students and group opinions of the program. the researcher after observing the process will form an opinion about the program and this will be important as an analysis tool of qualitative data. The impression gained will be reported in quantitative form hence giving an impression of effectiveness of the program. The data collected through interviews and focused group discussions will be coded and analysed using quantitative methods. Frequency tables and graphs on respondents perceptions about the program will be employed (Berg, 1998,p.60). Finally, pie charts showing the various obstacles to e-learning will be utilised. This techniques of data analysis are simple and give a pictorial representation of data hence easily understood and interpreted. They are used in this research so as to quantify the data and give a clear picture on the effectiveness and the obstructions that are faced by e-learning in Jordan Universities.
Management of data
To collect data that is viable and credible, this research is expected to last for about three months. The first month will involve carrying out a pilot study in a different university with the same settings. This will enable test of the collection tools for their effectiness and relevance for this study. The second month will involve organising for the resources needed for the study and visiting AAU for orientation and to get familiarised with the various respondents to the study. The final month is data collection, analysis and presentation. Various limitations are expected to be encountered during the research period. These includes the following; lack of enough resources, language barriers and uncooperative respondents. To minimise these, sponsoring of the research will be sought from interested parties, use of interpretors in situations when language barrier is encountered and finally informing the respondents the expeced benefits from the research and using coercive language to increase their cooperation. Various measures will be taken to minimise the bias expected. For example, the respondents will be picked randomly to ensure equal chances for participation and therefore reducing selection bias. This increases the credibility of the data collected and ensures trustworthiness.
Reference
Al-Jaghoub, Saheer. E-learning Adoption in Higher Education in Jordan: Vision, Reality and Change. European and Mediterranean Conferaence on Information Systems 2009. Web.
Bailey, D. (1999). Mainstreaming equal opportunities policies in the Open University: Questions of discourse. Open Learning, 14(1): 9-16.
Berg,B. (1998). Qualitative research methods for the social scinces. Boston: Allyn and Bacon.
Dirani, Khalil & Yoon, Seung (2009). Exploring Open Distance Learning at a Jordanian University: A Case Study. The International Review of Research in Open and Distance Learning, 10(2). Web.
Dublin, Lawrence (2003). If You Only Look Under the Street Lamps&Or Nine e-learning Myths. The e-learning Developers Journal, 5 (2): 1-7
Georgina, D. & Olson, M. (2007). Integration of technology in higher education: A review of faculty self-perceptions, Journal of Internet and Higher Education, 11(2): pp. 1-8.
Jamlan, M. (1995). Proposal for an Open University in the Arab world. The Journal, 22(6): 53-57.
Kelly, H., Ponton, M., & Rovai, A. (2007) A comparison of student evaluations of teaching between online and face-to-face courses, Journal of Internet and Higher Education,10(5): 89-101
Khwileh, Ahmad & Fanous, Zied (2008). E-Learning. Al-Ahliyya Amman University. Web.
Knowles, M. (1984). The adult learner: A neglected species (3rd ed.). Houston: Gulf Publishing.
Means, B., Toyama, Y., Murphy, R.,Bakia, M. & Jones, K. (2009). Evaluation of Evidence Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies. Web.
Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass.
Owen, P. & Demb, A. (2004). Change dynamics and leadership in technology implementation. Journal of Higher Education, 75(6): 636-666.
United Nations Development Program UNDP. Arab human development report 2003: Creating opportunities for future generations. New York, NY: United Nations Publications.
Yin, R. (1994). Case study research: Design and methods (2nd ed.). Beverly Hills, CA: Sage Publishing.
There are over 500, 000 students in high schools and other institutions of higher learning enroll for online classes either as full-time students in the online schools or as part-time students for specific tutorials. I wish to submit to you that the need for extra input in terms of study has caused many parents to enroll their children in online study classes to supplement the knowledge they get from class (Areskog, 1995).
It is also evidently clear that most people have had the opportunity to get degrees from credible universities oversees by simply enrolling through the online degree programs for such institutions of higher learning. However, in this speech, I intend to prove to you, as parents, that enrolling high school students to online class can help boost the performance of the child greatly.
First, I wish to submit to you that online classes are helpful in terms of inculcating a study mentality upon the children, thus boosting their overall performances in their respective schools. In the age of computing and technology, it is quite clear that most students generally fail their exams as a result of too much concentration on computerized games, movies and music. Quite frankly, it has proven difficult to keep the children away from handling computers. The result of this has been linked to poor performance of these students in class since they spend a lot of time in computer-related leisure activities and fail to study for their exams.
Allow me to inform you that introducing such children to online classes would be helpful in terms of giving them a chance to improve their performances (Wolfe & Wolfe, 2001). Since these children are so addicted to computer-related activities, it would be wise to initiate them into an activity within the computing world that would help them improve their studies. Studies have revealed that 60% of high school students who enroll for online classes as supplementary part-time programs improve their overall academic performances by over 50% ever year (Hiltz, 1990).
Secondly, online classes provide variety of the knowledge through internet searches that expose students to high volumes of information which can boost their studies. It is a reality that class work given by tutors is limited to the syllabus for the schools. This limits the capability of these students to gain adequate knowledge concerning the respective topics they cover in class. Online classes expose the children to internet searches through online libraries which contain variety of books and articles which can help boost and supplement information provided in the classroom.
With the increase in search engines in most browsers in computer programs, it has become easier to navigate through various online libraries to get supplementary information regarding certain subjects. Research reveals that over 40% of the information given to the students in physical classroom set-up is actually derived from the online sources (Lipsitz, & Reisner, 2000). The improvement of technology through internet provides the tutors with a chance to derive their teaching materials from online sources. It would, therefore, be helpful to the student to use the same methodology to improve in studies.
Lastly, I wish to indicate that I will enroll one of the students into online classes for tutorials in as a case analysis that online classes are rapidly becoming so significant in terms of helping students to pass their examinations every year.
In conclusion, I wish to reiterate that enrolling high schools students to online class can help boost the performance of the child greatly. This is through provision of help in terms of inculcating a study mentality upon the children, thus boosting their overall performances in their respective schools, as well as, provision of variety of the knowledge through internet searches that expose students to high volumes of information which can boost their studies.
References
Areskog, N. H. (1995). The Tutorial Process the Roles of Student Teacher and Tutor in a Long Term Perspective. London: Prentice Hall Publishers.
Hiltz, S. (1990). Evaluating the Virtual Classroom, in Harasim, L. (ed.) Online Education: Perspectives on a New Environment. New York: Praeger.
Lipsitz, L., & Reisner, T. (2000). The Computer and Education. Englewood Cliffs, NJ: Educational Technology Publications.
Wolfe, C., & Wolfe, C. R. (2001). Learning and teaching on the World Wide Web. San Diego, Calif.; London: Academic.
Distance learning (distance education) is one of the fields in education that deals with teaching methods using technology with the objective of delivering teaching without face to face contact between students and their instructors. In most cases this system is based on individuals, along with students who are not able to physically attend normal classes.
People have described it as being a process of creating as well as providing access to learning when the source of information and the learners are separated by time and distance or both (Moore& Kearsley 2005). Courses in distance learning that need physical on-site presence all times including exam times are called hybrid or blended courses of study.
Distance learning dates back as early as 1728; in the 19th century, the process relied on postal services. Distance learning degrees however seem to have been initiated by the University of London. It established its external programs at around 1858. To date, this program is called University of London International Programs and it has expanded so much to an extent that it includes postgraduate programs. In United State, distance learning programs were initiated by University of Chicago.
In the recent times, there have been developments in the field of distance education, as technology has moved the system from postal services to advanced communication technologies like instructional media projects. However, the most advanced technology that has really boosted this field of distance learning is the development of computers and internet. These two technologies have ended up making distributions and dissemination of information much easier and faster.
Uses of distance learning
Distance learning is mainly used in adult education particularly those in rural settings. It was mainly used for short courses in helping farmers as well as small scale business people to learn new technologies. However, this has remained being the most common use of distance learning in the current times.
Distance learning is also used in providing K-12 education. Distance learning is gaining application in the pre-University age group education in the U.S. This is used as program enrichment as well as ongoing communication projects. Due to these programs, middle schooled students are getting advanced courses for which their local schools lack enough resources to offer.
Distance learning has also gained usage in disabled and homebound persons. This group of people might be having some difficulties in travelling to attend traditional classes. Such people receive their education while in their homes. Distance learning is also being used by those who are not native speakers of a particular language.
This is particularly due to high rates of human migrations which have made many people to live in areas which they are not native speakers. As a result, such people are not in a position to attend traditional classroom lessons where the local communities speak native language (Moore& Kearsley 2005).
The impact on Universities and older people
According to Honeyman & Miller, 1993 distance learning has various impacts on Universities as well as older people. Through distance learning, Universities have been in a position to expand their accessibility. This is because distance learning has been in a position to help in meeting increasing demand for education and training from the general public along with business people.
Tabor (2007) argued that, the concept has allowed Universities to be very flexible in accommodating the many time constrains as a result of personal daily duties and commitments. As a result, older individuals having family commitments are also given an opportunity to continue with their education.
On the same note, admission to University has increased since the chances of accommodating more students is possible hence offering them education negating the traditional concept of admitting students based on bed capacities and available infrastructure such as classrooms.
Universities have been saved from the expenses of purchasing larger spaces for classes, accommodation facilities and offices. This is based on the fact that, distance learning does not require large infrastructural capacities, hence alleviating constrains arising as a result of such capacities. This is because distance learning activities are conducted online. As a result, institutions do not require infrastructures like buildings and pavements. Generally, availability of lands for infrastructural development have reduced and their prices very high.
Distance learning has made Universities to receive a lot of cash from the distance learning emerging markets. Honeyman & Miller (1993) stated that, many people especially the old, working class as well as business people have started to appreciate and accept distance learning programs as a means of providing lifetime education. Even after attaining an age which is beyond attending traditional classes, older people can still continue with their education through distance learning.
As a result, Universities can still get money in the name of fees from such people. In addition, Casey & Lorenzen (2010) sees distance learning as being an opportunity which has increased University sources of finance as it creates new graduates who might be willing to donate money to the school who would have never have been associated with the school under the traditional system (Casey & Lorenzen, 2010).
Learning institutions have also been transformed at a very high speed as a result of distance learning, which has been acting like a catalyst. This is because, due to stiff competition at the modern education marketplace, institutions are forced to change, be innovative and creative in their marketing strategies.
One of the strategies that most Universities are using to attract students is offering distance learning. People who might be committed somewhere else and those living far from Universities and overseas can be attracted to distance learning program (Distance Learning College Guide, 2005).
Though most people have only viewed positive impacts of distance learning on older people, according to Casey & Lorenzen (2010), older people undertaking distance learning have been affected negatively in one way or the other. For instance, the program exposes them to domestic distractions particularly if they still have children to take care of.
In addition, some older people are using technology systems which are unreliable; hence they have not been completing their courses. In addition, some of them are not acquainted with the current technologies hence face a lot of difficulties in the course of their education.
Advantages of distance learning
The first advantage is that distance learning does not need travelling; money and time that could have been wasted during travelling to and from Universities can be saved through this program. The program also allows participants to schedule their learning programs in a manner that they do not collide with other personal responsibilities and commitments.
As a result, one will continue living normal life while still undertaking his or her studies without sacrificing time scheduled for other responsibilities such as caring for children. It is stated by Moore & Kearsley (2005) that, distance learning offers an opportunity for students to complete their classes at their own conveniences.
It is worth noting that most classes in distance learning are asynchronous, meaning that there is no need for the student to attend lectures at a specified time and venue. Moreover, distance learning program allows students to review assignments and tests at their own free time and do them whenever they are free or even at their homes.
Distance learning program also allow participants to stay and study from anywhere. Due to the fact that there is no specific venue and time of attending lectures, distance learning participants can pursue education of their choice and in the University of their own choice. It is not a must that one has to stay near, in the same city or even country hosting a particular University to attend the Universitys education programs; provided that they can access a computer and the internet (Distance Learning College Guide 2005).
Distance learning programs also offer extra knowledge as well as skills as compared to traditional classroom programs. During distance learning, individuals have to gain computer and internet skills, which they can apply in different areas including career life.
The program offers a self-paced learning opportunity; students differ in their understanding capabilities as there are those who understand faster, while others take time to understand. Due to the fact that in distance learning students are given an opportunity of studying and doing assignments at their own time, it reduces learning stresses as well as increasing learning satisfaction (Dickey 2005).
Accessibility is another advantage of distance learning. Since distance learning can be offered online, the issue of physical accessibility to individuals with mobility difficulties are considered. Participants have no worries about attending classrooms or even sitting on desks which sometimes are uncomfortable. In its place, participants can just use their comfortable furniture in their houses or offices while enjoying lessons (Distance Learning College Guide 2005).
Disadvantages of distance learning
The program calls for expensive and complex technologies. There are lots of hidden costs in distance learning, for instance one has to own a computer and connect to the internet. Moreover, involved technologies might be very complex to some users, for instance video communication requires technology acquaintance.
Additionally some of technologies being applied in distance learning might not be accessed by some people. On the same note, due to technological advancement which is very rapid, softwares that are currently in use are rendered useless so to speak within a short period of time. This translates to constant budgeting for new software and hardware.
Another issue is that, the program needs advance planning. Lecturers and students engaged in distance learning have to make sacrifices sometimes to ensure that the program succeeds in time; otherwise, students might not complete the course.
In distance learning programs, there is no immediate feedback as compared to traditional classroom system. In classroom set up, the performance of students can be assessed immediately through questions along with informal tests. However, in distance learning students are forced to wait till their work has been reviewed by the lecturer and make response to it before receiving feedbacks. According to Dickey (2005), this is not the best way to assess students because assessment is only based on exams and assignments.
There are also some courses which cannot be offered through distance learning; as a result, distance learning does not offer all necessary courses. This is for example, though history lessons can be learned through distance learning, it would be quite challenging for a clinical nurse student to accomplish the same online especially regarding practical sessions. Such classes need physical class attendance (Moore & Greg 2005).
Though students might complete distance learning program, some employers do not recognize distance learning certificates. As a result, students aspiring to work for certain organizations or companies have to ensure that they are aware of their prospective employers perception towards distance learning.
Students undertaking distance learning might lack oral communication skills because their program does not offer them an opportunity for interaction. This is because the program does provide very little verbal interaction opportunities among students and between lecturers.
Social isolation is another disadvantage of distance learning. In most cases, students undertaking distance learning do study alone; as a result, they might be isolated or even miss physical socialization that comes as a result of direct interaction among students in classrooms which is vital in developing social interaction skills important in future lives especially in work environment.
Problems arising as a result of distance learning
Most students have been failing to complete their courses because of technological failures. This is based on the fact that completing distance learning relies heavily on technology. It is worth noting that technology accessibility imposes extra costs and expenses.
Moreover, some students are uncomfortable or even not familiar with the ever changing technologies used in distance learning; as a result, they have been avoiding or even concentrating more on technology, other than the course content. At the end, such students end up not understanding the course concepts.
This program is faced with a lot of cheating during exams. Though technology has advanced to the level that examiners can monitor students while undertaking exams, this is not adequate to avoid cheating during exams as compared to traditional classroom environment.
There are times when students use their notes or even being directed on what to write by others who might be around the student or even outside the classes. In addition, in case exams were sent through postal services, it is very difficult to deal with the issue of cheating in exams (Honeyman and Miller 1993).
Along this kind of cheating there is high chance of learners especially adult learners to engage in academic dishonesty. Due to the fact that every thing is done on-line and assignments sent in soft copies, students learning though distance learning are more prone to engage in plagiarism as compared to those in traditional classroom environment.
Another problem that arises as a result of distance learning is the lack of face to face or one on one contact between teachers or instructors and their students. It is a fact that there is no any other best approach than the traditional classroom setting that can help instructors clearly understand the needs of each of his or her students and craft ways to help such student improve.
On the same note, although there are individuals who are willing to enrol in such programs, lack of infrastructural development (power, computers and associated software) may not be available hence disadvantaging those who are especially in developing world.
Another problem is about the quality of instructions. As compared to traditional classroom education, the instruction quality provided through distance learning is comparatively low. Many instructors or lecturers perceive distance learning as being inefficient in the provision of required quality. Most instructors lack the will of inputting more efforts in distance learning.
As a result, students who have undertaken distance learning do not receive quality education as compared to their counterparts who have learned through traditional classroom sessions.
In addition, for distance learning to be effective, students are needed to have self motivation; however, the problem is that most students lack this quality. Most students lack the ability to schedule themselves and lack the will to take some responsibilities for their studies. As a result, such students do not achieve the broad objective of attaining education (Moore& Kearsley 2005).
Basic cases and statistics
In the U.S, around 66 percent of institutions offering postsecondary programs offer distance learning. It is stated that, The overall percentage includes 97 percent of public 2-year institutions, 18 percent of private for-profit 2-year institutions, 89 percent of public 4-year institutions, 53 percent of private not-for-profit institutions, and 70 percent of private for-profit 4-year institutions (Steven 2010).
It is reported that, around 65% of institutions offering collage level credit accomplish this through distance learning. On the other hand, 23% of such colleges do not offer distance learning. In general, a total of 12 million individuals in the whole world had enrolled for distance learning by the year 2007. Amongst them, 77 percent were undertaking it through online, 12% undertaking hybrid courses online, while the other types of distance learning recorded 10% of total students (Steven, 2010).
Conclusion
The paper has thorough looked into the concept of distance learning. Issues relating to basic cases and statistics, advantages and disadvantages, uses as well as the impacts on universities and older people have been succinctly covered. Distance learning is attributed to changing the manner with which education is being offered. The two major factors that pushed for this concept is the development of computers and internet.
References
Casey, A. & Lorenzen, M. (2010). Untapped potential: Seeking library donors among alumni of distance learning programs. Journal of Library Administration, 50(5): 515529.
Dickey, Michele, D. (2005). Three-dimensional virtual worlds and distance learning. British Journal of Educational Technology, 36(3): 439451.
Honeyman, M. & Miller, G. (1993). Agriculture distance education: A valid alternative for higher education? Proceedings of the 20th Annual National Agricultural Education Research Meeting: 6773.
Moore, M. &Greg K. (2005). Distance education: A systems view. Belmont, CA: Wadsworth.
Steven, P. (2010). How many postsecondary institutions offer distance learning programs? Web.
Tabor, S. (2007). Narrowing the distance: Implementing a hybrid learning model. Quarterly Review of Distance Education, 8(1):4849.
Online education is a revolutionary invention that is capable of supporting the educational needs of many students (Oyuang & Stanley 2014). The education model is facilitated by modern developments in technology such as the Internet. More people are now in a position to pursue their academic goals while at the same time focusing on their careers and families. My MBA distance learning program proved to be practical for my personal and professional goals. This is the case because I was able to combine learning with my career objectives. This paper presents my personal reflections on MBA distance learning.
Personal Experience
To begin with, I strongly believe that the university has designed a competitive model to support distance learning. The curriculum is customized in such a way that it meets the diverse needs of more students (Aydemir, Ozkenskin & Akkurt 2015). This fact explains why my experience is commendable. I was able to concentrate on various subjects, complete assignments, and liaise with different instructors throughout the learning process. The distance learning structure allowed students to share notes, books, and ideas.
My personal assessment is that the program was appropriate and capable of empowering every learner. The tutors understood their roles, offered timely instructions, and promoted evidence-based practices that delivered meaningful results. The content was delivered through the use of discussion boards, interactive animations, online videos, and lectures. The concept of excellence supported the learning process, thereby empowering more students (Darden 2014).
Examinations and continuous assessments were handled in a professional manner. I received timely insights and feedbacks depending on the scores attained after every test. The approach made the learning process desirable and capable of supporting my aims. Unfortunately, specific assessments such as finance and accountancy proved to be difficult for me. Nevertheless, I was keen to work hard in an attempt to achieve my academic goals.
Time management was a major challenge for me. The process required me to complete a wide range of roles every day. However, I was dedicated in an attempt to attend every learning session. Effective communication with different tutors and instructors empowered me to manage my time effectively. I designed a timetable to guide me throughout the process.
Illustrating and Evaluating My Learning
The institution promotes the use of different strategies to deliver desirable content to online learners. Personally, I have merged my educational needs with the MBA program model. For instance, the institution exploited online videos and lectures to educate the targeted students. Discussion boards, videos, and interactive animations supported the learning scheme. These tactics were relevant for every student. Personally, I developed superior skills in management, finance, and accounting.
Additionally, I was keen to support my goals using various strategies. I embraced the concept of self-study. After receiving the content from the tutors, I created enough time to study class materials. Journal entries were used to ensure specific concepts and skills were developed (Moon 2006). The application of peer-to-peer interaction with different learners supported the learning process. Emails were shared with fellow students and instructors. These attributes explain why my distance MBA program was a success.
How Learning Informs My Practice
One of the outstanding benefits of the distance MBA program is that it gave me enough time to acquire new dexterities. Such competencies are currently being applied in my professional practice as a real estate marketer. For example, concepts such as business operations, decision-making, and problem-solving were acquired from the program. Several management functions such as accounting, marketing, and planning have been applied in my organization. I have improved my leadership philosophy by considering new skills and concepts that were developed throughout the learning process.
The notion of lifelong learning emerges from this program. For instance, I have been focusing on and identifying evidence-based strategies, ideas, and practices that can be applied in different organizational settings. The concept of teamwork, for example, has been embraced and implemented in my working environment. Followers are sanctioned to make timely decisions, focus on anticipated goals and address every focusing on effective marketing processes (Northcote & Gosselin 2017). Specific areas in the organization such as marketing, financial management, and accounting have been monitored using the insights gained from this learning process. I will use my proficiencies whenever interacting with different stakeholders such as investors and customers.
Evaluating Reflective Practice: Learning Theories and Critical Perspectives
As indicated earlier, the ideas associated with the course continue to influence my management strategies. I understand that marketing is a complex field that requires professionals to focus on the best functions that can add value to the targeted organization. I have learned how to engage in planning. This know-how has made it possible for me to come up with appropriate marketing aims and visions. Such goals are usually communicated to the targeted followers in a timely manner. Aspects to do with human resources have also been developed and applied respectively. I understand how to attract competent workers and equip them with satisfactory resources so that they can deliver desirable goals. Business ethics has been developed as an attribute of management (Darojat, Nilson & Kaufman 2015). This area focuses on the best practices that add value to different stakeholders and community members.
My awareness of various theories of learning supported my goals as an MBA student. The first model is Kolbs learning theory. The theory presents four stages that are critical throughout the learning process (Moon 2006). I managed to utilize the theory by focusing on my learning experience (stage 1), reviewing the process (stage 2), acquiring new concepts (stage 3), and applying them in my new role as a marketer (stage 4).
The community of practice model was also taken seriously as a learning theory. I joined different teams and virtual groups to pursue my aims as a learner. The members of the teams shared ideas, concepts, and materials to make the learning process successful. The theory was appropriate because most of the students were pursuing related professions. Gibbs reflective cycle is a powerful model that supports different forms of learning. The theory follows six unique paths (Moon 2006). According to the model, my experiences and gains from the distance learning course were outlined. I focused on new dexterities that could be improved to make me a successful marketer and manager. With new concepts and abilities, I strongly believe that I can be in a position to achieve my professional goals.
The online content made it easier for me to develop adequate critical perspectives. Online interactions and discussions equipped me with adequate dexterities that made me creative. Critical thinking guides leaders to analyze issues, make informed decisions and offer meaningful models for delivering positive outcomes (Oyuang & Stanley 2014). I presently encourage my fellow marketers to think critically, question emerging situations, and identify creative approaches that can maximize sales in the real estate sector. The implementation of such perspectives will support my professional objectives.
Role of Reflection on Practice
This reflection has made it easier for me to identify the unique gains from the distance MBA learning program. The insights have directed me to pinpoint the advantages of the course and how they can support my goals as a marketing expert. Professionals working in different settings or organizations should engage in similar reflections to monitor their respective achievements (Moon 2006). This move will inform their future practices and strategies as leaders or entrepreneurs.
When it comes to the issue of practice, the observations made from the reflection can inform new philosophies that meet the needs of different stakeholders. Leaders can use the approach to identify new fields for improvement. This strategy will result in superior plans that can result in appropriate practices and eventually drive performance. Nolan (2013) acknowledges that reflection is a powerful practice that fosters lifelong learning. The practice can be done to identify unique dexterities, concepts, theories and models to be improved. In the practice setting, an individual will be in a position to mentor others and learn from every emerging issue.
Conclusion
I strongly believe that professionals who want to pursue their goals must engage in personal reflections. This is an evidence-based practice that can empower individuals to examine the issues associated with various activities, roles, or programs. Reflection, therefore, becomes a powerful practice that helps people develop superior plans for realizing their potential. In conclusion, I will continue to embrace the power of reflection throughout my career journey. This move will guide me to achieve my goals as a real estate marketer.
Reference List
Aydemir, M, Ozkenskin, E & Akkurt, AA 2015, A theoretical framework on open and distance learning, Procedia Social and Behavioural Sciences, vol. 174, no. 1, pp. 1750-1757.
Darden, DC 2014, Relevance of the Knowles theory in distance learning, Creative Education, vol. 5, no. 1, pp. 809-812.
Darojat, O, Nilson, M & Kaufman, D 2015, Quality assurance in Asian open and distance learning: policies and implementation, Journal of Learning for Development, vol. 2, no. 2, p. 1-15.
Moon, JA 2006, Learning journal: handbook for reflective practice and professional development, 2nd edn, Taylor & Francis, Oxford, UK.
Nolan, RL 2013, Management: theory and practice, and cases, Harvard Business School Research Paper Series, vol. 14, no. 1, pp. 1-21.
Northcote, M & Gosselin, KP 2017, Handbook of research on humanizing the distance learning experience, IGI Global, Hershey, PA.
Oyuang, JR & Stanley, N 2014, Theories and research in educational technology and distance learning instruction through blackboard, Universal Journal of Educational Research, vol. 2, no. 2, pp. 161-172.
Zoom is a cloud-based video conferencing facility used for virtual meetings at home, school, and work in live chats and allows members to record the sessions for future reference. As Covid-19 persisted through 2020, companies recognized that online working could be a solution (Rohit, 2020). Yuan started thinking of video conferencing in his first year in college because he was tired of traveling for many hours to see his lover. The man joined Webex as a software engineer in 1997 after arriving in the USA, but finally left the job and founded zoom, where his former colleagues joined him. Yuan said the starting times of zoom were deeply intensive on product development. For the first four years, most of zooms staff comprised software concocts who was dedicated to increasing the video conferencing platform. Zoom is divided into individual and business users to facilitate communication and productivity.
The designers intentionally evaded the policy of reclaiming current, open-source software. Zoom chose the extensive and hard journey built from zero because the designers were ready to do it right. Yuan was intensely observant of customer desires and was known for responding to customer grumbles. Zoom conveyed 300 enhancements to the zoom policy and a Net Promoter Score of 71, compared to an average score of 59 for the technology segment (Gately, 2020). Zoom targeted organizations with over 12 employees despite being popular among individual consumers. Approximately half of the rich 501 corporations allegedly used zoom in 2019, and the number had grown by 228% in 2020 (Tillman, 2020). There are phrases used in Zooms such as zoom meeting and zoom room. During the pandemic, the zoom was and is still the most downloaded App in the USA and globally compared to others.
A zoom meeting is a video conferencing summit introduced using zoom and can be joined via a web camera or a phone. The convention can be between colleagues, learners, or health care providers. Zoom Room is a corporal hardware system that allows firms to program and unveil conferences from session housings. Zoom Rooms necessitate an extra payment on top of the normal pay and are an ultimate resolution for greater businesses. Zoom has features such as one-on-one meetings with free 40 minutes plan with up to 100 members (Pierce, 2020). The host can record meetings and events and share the screen with other members for viewing. As the pandemic continued, many employees worked at home using zoom, cutting costs and saving time. Zooming worked out for many users during a covid-19 pandemic because it is easy to use compared to other teleconferencing platforms, is cost friendly, readily available, and has high-security levels from intruders. Video conferencing has eased the way employers and employees communicate and work from home, students learn online and patients are attended by practitioners while at home.
Did Zoom have a Competitive Advantage in 2020, and what was the Source?
As the use of videoconferencing raised, zoom was chosen as a provider to numerous companies. While purchasing data showed that Zooms rates were habitually greater than that of opponents, client appraisals recommended a brink in product functionality and service eminence (Lev-Ram, 2020). During covid-19 pandemic in 2020, zoom had typical reasonable advantages such as fast to download and a few clicks for members to begin a conference from any place, whether at home or the workplace. Zoom had a streamlined interface for generating and attending webinars. The App was cheap and affordable to users, was highly reliable compared to others, and had high security. Zoom improved confidentiality and safety concerns, meaning no intruders could join the meeting.
All meeting members were releasing several related improvements to make the App effective. For example, zoom changes meant that all participants were retained in a vital waiting chamber by default and checked by the hosts before being allowed to join the summit (Gallagher, 2020). The company also acquired Keybase, an encoded messaging company, and started giving end-to-end encryption as a choice to consumers. Zoom also united with Crowd Strike, which provided system haven amenities. Special features and low pricing were offered to learning institutes and well-being providers. In March 2020, 40 minutes were given free to students in learning institutions worldwide (Gately, 2020). The firm merged with Clever, an extensively used, only sign-on portal in US faculties, to make zoom reachable to the 8,001 ingenious regions undergoing faculty shutting (Tillman, 2020). The enterprise removed assets from Khan Academy to supplement learning at home.
Zoom hardware companion in the US, known as Logitech International, delivered costless equipment packages for some American public institutes. Educating blogs were sponsored to create consciousness of zooms security features like Zoom Chilling Room. The learning segment valued zooms capability to accommodate many learners, make breakout rooms available, and work with inferior bandwidth requests. Separately from companies and other establishments, people used zoom for partying during the contagion. Different beings congregated on the App to celebrate birthdates, joyful times, and nuptials. The users relished free 40 minutes meetings for the above three individuals and the sound track to lengthier crowd conferences, social media gushing, and cloud sound tracking of the conferences at a trivial monthly sum.
Acquisition of higher-end features for users was made easy by zooms supplementary services, such as huge seminars and audio conferencing. US wellbeing info and concealment principles, such as the ones in the Health Information Portability and Accountability Act (HIPAA) and the Personal Information Protection and Electronic Documents Act (PIPEDA) in the wellbeing care sector, cherished zooms submission. By July 2020, zoom surpassed the most-recognized telemedicine skills as ranked by surgeons (Pierce, 2020). The leader of certain health care mentioned that zoom was compliant with HIPAA, easy to use, affordable, and could accommodate many patients for group therapy. Zoom expands communication, builds good relations between employers and employees, improves effectiveness and job productivity, and offers good quality products with aggressive ratings.
What Threats were Faced by Zoom in 2020?
In the early days of the pandemic attacks, safety and consistency were alleged as exposures for Zoom. In May 2020, Zoom was prosecuted for distribution its operator data with third parties without users permission (Lev-Ram, 2020). An additional menace was that unwanted people intruded on arranged conferences. As a result, numerous establishments, industries, and institutes rejected Zoom. Service outages were becoming an issue where the main instance happened in August 2020 and stopped all meetings in the United States and Europe. The number of users paying for the service only tripled while clients of free services had a huge increase.
For the whole of 2020, all videoconferencing products had great growth. Cisco was on top of selling internet-based telephones and had a 46% segment of conferencing equipment worldwide (Tillman, 2020). Cisco testified that Webex had 501 million conference attendants in May and recorded above 5.6 billion convention minutes in the first 12 days of April 2020 (Lev-Ram, 2020). Webex announced features like the skill to modify or distort backgrounds, live dictation, and locked caption. The acquisition of Babble labs eliminated clarity and productivity for Webex participants and background noise. The online education policy known as Webex Classrooms was tossed, which included breakout places and content allocation. Google Meet was another threat of zoom that hurled a derivative of a previous video conversing app known as Hangouts.
However, in May 2020, Google publicized that anybody possessing free Gmail account could pledge a meet call, with no summit time duration limitation that was later prolonged to March 2021. The sum of downloads of Google Meet increased to 50.1 million in May from 5 million in March (Tillman, 2020). The number of new users added daily was 2.1 million, with 101 million learning customers across 151 states (Gallagher, 2020). In October, Google stated that the third quarter of 236 million daily meeting members, compared to 601 million weekly (Gately, 2020). Google Meet announced features that gave more governance to hosts and were allowed to eliminate dumb contestants and oblige that participants ask for approval to get in. Breakout rooms, contextual distortion, and a grid view of up to 50 members were presented (Rohit, 2020). More than 101 features such as non-verbal responses and hand raises were also to be announced (Gallagher, 2020). Google came up with a video conferencing hardware bundle called Google Meet Series One, encompassed of a camera, sound bar with nine microphones, and a touchscreen remote, which assimilated with the Google Meet software.
Google Cubicle productivity suite, which assured full incorporation with Meet and Chat, was disclosed. Skype had developed to a universal user base of 664 million users who made 208 billion minutes of voice and video calls and funded $861 million in income (Rohit, 2020). Skype for corporate was being used by 101 million people per month and 40 million daily by March 2020 (Lev-Ram, 2020). Microsoft had mentioned new features such as the together approach whereby all group affiliates could be virtually transported to a place of everyones choice. Microsoft Teams had Microsoft 365 at a joint price of $6 per user per month (Tillman, 2020). Breakout rooms were introduced with summit outlines, webinar registering and reporting, touchless meeting experiences, streamlined calling experiences, and wellbeing and productivity understandings for managers. Microsoft combined with meeting room video conferencing hardware suppliers like Cisco and Logitech to document endless combination with Microsoft Teams.
Bluejeans were another threat to zoom and declared different structures, like constrained gatherings, waiting places, progressive encryption, joint display mechanism, securing a gathering to avert intruders, hand clapping and raising, and thumbs up or down. In June, BlueJeans had a 301 % rise over its pre-pandemic average and stated coalitions with Poly and Facebook (Pierce, 2020). In April 2020, Facebook was a challenge to zoom and had entered into video conferencing through messenger that had 50 people capacity with no time limitation (Lev-Ram, 2020). WhatsApp, Instagram, and Telegram had video conferencing features but were limited in functionality relative to the prominent providers. Zoom has been restructured with security modifications to comfort users. Such features include a requirement for a zoom meeting password to ensure that only invited people are allowed in the conference. The App encountered threats from its competitors, who introduced new features that attracted new users daily.
How Would a Person characterize Zooms Response to These Threats? Would Individuals Have Taken a Different Course of Action?
Zoom had many solutions to prevent defeat by competitors during the pandemic. By November, there were four main products in the company: Zoom Meetings, Video Webinar, Zoom Phone, and Rooms. Zoom Conventions was the most common invention in 2020 and is reflected equal to the App (Gately, 2020). Zoom Phone was an online telephony determination for adding conformist mobile calls to calls. Zoom Rooms was a hardware and software solution that allowed folks assembled in a corporal meeting room to participate in seminars. In 2020, Zoom presented several new features, counting the capability of clients to jot a film despite the speaker, toss attention on a video, touch up ones online appearance, upsurge contextual light, diminish background clamor, and add video filters and responses.
The aptitude for conference contestants to choose and interchange between breakout rooms was also introduced, and the professional-grade sound was assured for art and music lessons. 5.0 format, introduced in May 2020, improved safety in the form of progressive, 257-bit encryption sustenance and prolonged skills for conference hosts to report and eradicate customers distorting the policy (Gately, 2020). Participant videos could be repositioned, keyboard shortcuts, and striped captioning improvements done in September. Zoom teamed with popular email software products such as Microsoft Outlook and IBM Notes to embed plugins for beginning or arranging a zoom meeting with one clack to expand contacts. Contracts were signed between zoom and message scheme companies such as Poly and Neat so that zoom could be used over such devices.
Partnership with a wireless presentation expertise producer called Aver information lead to the inauguration of a conferencing touch section, a video screen with touch monitor controls that permitted filming sovereign of a processor. After sometime in 2020, zoom was estimated to enlarge to numerous new devices such as Amazon, Facebook, and Googles Nest Hub Max (Gallagher, 2020). Joining the Apps conference straight from the floppy corporate statement policy was made possible by the zoom-slack technologies partnership. The CEO of zoom during the pandemic would have taken the same and some additional measures to prevent threats. The leader would reduce the cost of bundle purchase and use more than the competitors and ensure that no intruders can be allowed to video conference with the team. The manager could also increase the 40 free minutes to 50 minutes for every group with more than three members to attract many new users.
What Should Zoom Do to Sustain its Performance?
Zoom should improvise some techniques to ensure customer satisfaction and efficiency. The methods include putting someone in charge where every conference should have a host, and huge summits should possibly have a few co-hosts (Gately, 2020). Meeting controls like the expel switch kick, someone, out or mute the mic if essential. This rule is easily disrupted when several individuals or groups distribute an account. If a user logs into Zoom, the person will be the host when the conference begins. If the operator is sent a link to intersect the meeting by an administrative assistant who sets it up using the bosss identifications, and none will be in the meeting, probably, the convention will have nobody in governance.
Deciding how closed meetings need to be is another way of sustaining zoom performance. For the meeting to be secure, join before host should be turned on, and the account holder or somebody trusted with the password should be available to cheer the seminar (Rohit, 2020). Zoom should make meeting keywords previously used voluntarily compulsory for all conventions. Every attendant must have the code before joining the conference. A coded link that permits members to come to the meeting without input should be shared. If the password needs to be changed in the future, the coded link should be nullified. The Mute all button controls audio in zoom after clicking on the Members key at the center of a row of buttons that appears at the bottom of a Zoom screen for a list of all the accomplices. A video camera and microphone portraits will appear after all the names, and the host can mute other members exclusively.
Zoom should introduce ways to increase bandwidth to expand audio and video quality. When the user joins a summit, the client will carry out several checks, such as existing bandwidth and quality-of-service telemetry, to enable a steady, reliable link while listing audio and screen distribution over video. There are guidelines for enhancing a convention experience, even in low-bandwidth circumstances (Pierce, 2020). If a bandwidth bottleneck causes a poor presentation, the user can manually try to diminish the bandwidth required to run zoom seminars by disabling HD video and feed. To disable HD video, the user needs to clunk on settings, click on the audiovisual tab, and uncheck the package for HD film. Zoom should not limit the number of members in the meeting at a specific time to increase profits.
Despite the video being the main feature in zoom conference, the client can turn off film to reduce the bandwidth for clear audio. The client clicks on the video icon and ensures that the Start Video knob is traversed to turn off the videotape (Gallagher, 2020). Zoom should educate users on the importance of understanding the bandwidth usage for a conference, using the right direct firewall configuration, and enabling peer-to-peer networks. The company should improve the quantity or introduce new tools used by users to manage VPN and fragment tunneling. Zoom should continue giving free 40 minutes to the clients to improve daily usage by new clients. The App managers should ensure that few or no security issues would be reported in order to increase trust from customers.
Conclusion
In conclusion, during the covid-19 pandemic, zoom helped many institutions, such as schools and healthcare facilities, meet online at home or in the office. The firm was cost-effective and gave free 40 minutes to groups above three. Zoom faced threats such as introducing new videoconferencing providers that received many new users daily. Such suppliers included google meet, WhatsApp, Facebook, Microsoft 365, and Webex, among others. The firm solved some of these threats by introducing the zoom phone for adding conventional calls to zoom rooms where the members assembled ready for the summit. To sustain performance, zoom should ensure that every meeting has a host and passwords are used for logging in to prevent intruders. New tools to manage the tunnel should be introduced and ensure every member has a code for joining the meeting. Zoom dominates other videoconferencing apps in America and worldwide.
The emergence of information technology has increased dependency on distance education by a significant number of learners in the modern era. However, a series of studies seem to question the efficiency of distance education in terms of pedagogical strategies, the learning techniques, and the instruments that support web-based education systems.
The problem is that the number of enrolments in the online form of education is augmenting, even as the knowledge regarding the factors that influence the effectiveness of distance education continues to be scarce. In this view, the main intent of the proposed research is to examine issues surrounding the efficiency of virtual learning, while highlighting factors that determine efficient interaction between learners and instructors.
The proposed research will utilise a case study, where mixed methodologies will be applied in collection data through questionnaires. Since it will be a mixed methodology, both qualitative and quantitative techniques of data collection and analysis will apply. All ethical principles of research shall apply in protection of the rights and the dignity of 75 participants.
Research Problem
Whilst technology gradually simplifies life by transforming professional activities and learning experiences, its efficiency in distance education has become a questionable matter. According to Kim, Kwon, and Cho (2011), educational trends show that virtual learning is becoming a dominant form of learning because it enables learners and instructors to connect and interact through the Internet despite their geographical distances.
Although various forms of virtual learning approaches are becoming eminent and progressively transforming the learning experiences of online students, a series of questions regarding the effectiveness of distance education are constantly increasing (Bouhnik & Marcus, 2006). The problem is that the number of distance learners is augmenting steadily, but knowledge about factors that influence the efficiency of distance learning is comparatively low.
In a broad perspective, the main intent of the proposed research is to examine issues that surround distance education, while highlighting factors that determine learning efficiency. Specifically, the purpose of the proposed research is to examine factors that influence efficient interaction between learners and instructors in virtual classrooms.
Research Rationale and Significance
Online learning has become the most utilised form of learning, with learners and instructors having the freedom to set convenient schedules and achieve instant feedbacks through virtual classroom (Kim et al., 2011). This form of learning seems to permeate rapidly into learning institutions and modern societies, and consequently, alters the traditional learning environment into a modernised educational environment supported through computer technologies (Moore, 2001).
The rationale behind this intended research is the growing evidence that points out that efficiency of distance learning is dependent on several issues associated with instructional techniques, learning strategies, and the medium of communication between learners and instructors. The foremost interest of the study is to investigate the factors associated with efficient learning in the modern e-learning strategies, examine the perceived significance of distance education, and find possible solutions to address the rising quandaries in the virtual learning practices.
The intended research would be beneficial to three major actors in the distance education fraternity: instructors, students, and policymakers. Distance learning is becoming the most preferred learning strategy because it is convenient to both learners and instructors, but the rising number of participants is worrying given their little knowledge about the determinants of efficient virtual classrooms (Capra, 2011). Hence, this research will enlighten distance learners on the appropriate learning strategies to enhance their performance.
Online instructors have also increased intermittently, but they have little knowledge of the factors that make e-learning effective (Battalio, 2009). The intended research is likely to educate instructors on the significance of instructional strategies and the essential elements of improving social presence in their distance teaching practices. Educational policymakers would have an opportunity to reflect about the efficiency of distance education and devise appropriate means of assessing its effectiveness.
Literature Review
Compared to physical classrooms, the proponents of distance learning argue that this educational strategy fosters convenience in learning because instructors and learners have the freedom to decide and agree on the sessions of learning. Bouhnik and Marcus (2006) argue that learners have the freedom to express their ideas and thoughts, and freely ask questions without experiencing any time constraint or physical absence of lecturers.
Students and learners interact without any restriction and have the opportunity to obtain instant feedbacks through video conferencing systems and the computer systems that allow teachers to provide satisfactory responses to their learners (Moore, 2001). “The accessibility to and availability of the course’s subject matter, as well as related materials, which the student may explore at their own election, contribute to self-learning and the student’s development of independent ideas” (Bouhnik & Marcus, 2006, p. 300). Such online privileges make distance learners an efficient and convenient learning technique to both the instructors and the learners.
From the above perceptions, the idea of flexibility in the distance education emerges as an aspect that makes students prefer online learning instead of physical classrooms. According to Capra (2011), the majority of the modern learners are already employed individuals, who are seeking professional development in their careers. Balancing outside commitments in distance learning seems easier for these types of learners compared to the physical classrooms.
Bouhnik and Marcus (2006) postulate that learners can enrol for online courses within their preferred locations and have the freedom of accessing learning material and instructions from the instructors at their desired time. Regardless of the importance of virtual classrooms, a continuum of studies has emerged in support and condemnation of the distance education. Campbell and Meyer (2009) argue that, notwithstanding the perceived significance of distance education, this modern learning strategy has received criticism regarding its efficiency since social presence, reliability of learning instruments, instructional techniques, and individual learning approaches have become questionable.
Several entwined factors influence the efficiency of learning, with learners, instructors, and practices in the virtual classroom having an overall impact on the success of distance education. Research estimates that between 20 to 30 percent of all learners, who begin virtual learning fail to complete their e-learning courses (Bouhnik & Marcus, 2006). The promises of these online institutions that have come up with distance-learning marketing techniques end up questionable due to the rising number of virtual learners, who dropout (Bouhnik & Marcus, 2006).
Although it may seem uneasy to predict the reasons behind such dropouts or poor performances in the courses offered through distance education, empirical evidence reveals that the learning techniques of students, instructional practices that teachers employ among other social and technical aspects influence the achievement of e-learning (Battalio 2009). Unfortunately, demand for virtual education is rising, whilst most learners and instructors have little knowledge regarding the elements of efficiency in distance learning.
Research Questions
What are the current perceptions of learners and instructors on the efficiency of distance learning or the virtual classrooms?
Given the rising importance of distance learning among learners and instructors, what makes online education more efficient than traditional education?
What instructional delivery strategies or individual learning techniques make distance learning an efficient educational technique?
From the study findings, what can teachers and students do to improve or renovate teaching and learning in the distance education?
Research Design
Research design is an important aspect of research because it determines reliability of study instruments and validity of research findings (Teddlie & Yu, 2007). The proposed research seeks to employ a mixed research design and a case study approach by examining perceptions of students and instructors in the American Intercontinental University (AIU). Case study is a form of qualitative approach that seeks to study individuals using direct observations, interview techniques, or review of documents (Baxter & Jack, 2008).
The study seeks to employ techniques of a case study since it focuses on a specific group of participants, which will allow the proposed research to focus primarily on distance learners and distance instructors. The case study that will be useful in the approach to the questions established is the explanatory case study, since the proposed research involves gathering data regarding the links between learning techniques, pedagogical strategies, and other factors that determine the efficiency of distance education.
The Research Paradigm
In scientific research, the term research paradigm may refer to the general perspective or the intellectual structure that reflects the perceived approach of the research methodology in examining the problem under investigation (Andrade, 2009). The proposed research will dwell on the mixed research methodology, where both qualitative and quantitative research approaches remain integrated in a single research design. The research paradigm in this sense, therefore, will be the interpretive paradigm that would seek to disclose the complex scenario involving the factors that influence the efficiency of distance education.
According to Andrade (2009), interpretive research assumes that reality regarding a certain phenomena or problem contains social realism and that the social interaction between researchers and respondents is meaningful to the ultimate outcome. Andrade (2009) postulates that qualitative case studies normally seek to investigate the problem from the real-world phenomenon, where researchers meet the study participants to collect primary research data that normally deems most valuable in examining a problem.
The Research Methodology
The proposed research will utilise the mixed research methodology that involves a combination of qualitative and quantitative research methods in examining a research problem. According to Johnson, Onwuegbuzie, and Turner (2007, p. 119), “mixed methods research is a systematic integration of quantitative and qualitative methods in a single study for purposes of obtaining a fuller picture and deeper understanding of a phenomenon.” Mixed research allows investigators to integrate and use qualitative and quantitative approaches in tandem with data gathering and data analysis phases (Johnson et al., 2007).
Mixed research methodology or the mixed method research, allows the use of multiple research techniques to address a single research inquiry and focuses on questionnaires, interview schedules, and observations as data gathering techniques (Johnson et al., 2007). The proposed case research design intends to use questionnaires as the data collection instruments through which the researcher will collect the ideas, opinions, and perceptions of distance learners and instructors regarding the efficiency of distance education.
The Research Participants
The qualitative research study is a primary research that will seek to investigate the perceptions of learners and instructors regarding the effectiveness of the distance education (Baxter & Jack, 2009). A primary research must always contain participants or respondents responsible for providing answers to the research questions, which are essential in the ultimate findings (Teddlie & Yu, 2007). The participants of the intended research are the students (learners) and the teachers (instructors), who are purposefully sampled from the students in the American Intercontinental University.
For the students, the research will target approximately 65 second and third-year undergraduates in any of the courses offered in the AIU. The research assumes that the two types of undergraduates have adequate experience with the distance education and their resilience so far, is very significant in unravelling major issues in virtual classrooms. The study will consider selecting about 10 teachers, who have more than 10 years of experience in distance teaching and thus making a total of 75 participants.
Data Collection Methods
The proposed research intends to use self-administered open-ended and close-ended questionnaires as its main data collection instruments for investigating the research problem identified. Lietz (2010) states that mixed research method allows researchers to collect data from participants using questions or interview schedules, but the ease of designing and administering questionnaires makes them appropriate for mixed method.
Since the study is an institutional task, the use of questionnaires is important because of their simplicity in construction, cost effective in administration, and the ease of data analysis and interpretation (Lietz, 2010). The proposed research will seek to use approximately 90 questionnaires, 75 for the real study and 15 questionnaires for the pilot study, which would help in examining the reliability of these questionnaires before the actual study. The researchers will develop the questionnaires through the support of experts from within the institutions and seek relevant materials that would assist in the development of the questionnaires.
Data Analysis Strategies
During the data collection process, the study will collect both qualitative and quantitative data. According to Johnson, Onwuegbuzie, and Turner (2007), open-ended questionnaires collect qualitative form of data, while the closed-ended questionnaires collect quantitative form of data. The two forms of data require different, but corroborating techniques of analysis to evaluate the participants’ responses. For the qualitative data collected from the participants, the researchers will consider employing qualitative data analysis techniques, where inductive approaches of assessing responses, patterns, and relationships between ideas and perceptions will be applicable.
According to Baxter and Jack (2008), qualitative data analysis focuses on an in-depth and comprehensive understanding of the ideas, notions, and perceptions of the participants, while quantitative data analysis remains interested in the association of various discrete variables. To examine the close relationships that exist among the discrete variables, the quantitative data analysis for this study will involve the use of Statistical Package for the Social Science (SPSS) software.
Ethical Issues
The issues of ethical research continue to dominate research since protection of research subjects is receiving a growing importance (Orb, Eisenhauer, & Wynaden, 2000). The proposed research will consider ethical principles and practices of research for the study deals directly with human participants, who require protection. During the data collection process, the researcher will ensure that the language used in the questionnaires is ethical, the participants must be over the minority age, and must make informed consent to participate in the study (Orb et al., 2000).
The research will ensure that the responses that the respondents produce are free from manipulation or coercion, and all the respondents will receive fair treatment and respect regardless of their race, physical appearance, religion, cultural practices, or creed (Teddlie & Yu, 2007). Any data gathered through the questionnaires, which contains respondents’ own perceptions and private data, will remain confidential and the researcher shall consider all the right procedures in the dissemination of any piece of information if deemed necessary during and after the research.
References
Andrade, A. (2009). Interpretive Research Aiming at Theory Building: Adopting and Adapting the Case Study Design. The Qualitative Report, 14(1), 42-60.
Battalio, J. (2009). Success in distance education: Do learning styles and multiple formats matter? American Journal of Distance Education, 23(2), 71-87. Web.
Baxter, P., & Jack, S. (2008). Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers. The Qualitative Report, 13(4), 544-559.
Bouhnik, D., & Marcus, T. (2006). Interaction in Distance-Learning Courses. Journal of the American Society for Information Science and Technology, 57(3):299–305. Web.
Campbell, J., & Mayer, R. E. (2009). Questioning as an instructional method: Does it affect learning from lectures? Applied Cognitive Psychology, 23(6), 747-759. Web.
Capra, T. (2011). Online Education: Promise and Problems. MERLOT Journal of Online Learning and Teaching, 7(2), 288-293.
Johnson, B., Onwuegbuzie, L., & Turner, L. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112-133.
Kim, J., Kwon, Y., & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher education. Computers & Education, 57(2), 1512-1520. Web.
Lietz, P. (2010) Research into questionnaire design. International Journal of Market Research, 52(2), 249-272.
Moore, M. (2001). Surviving as a distance teacher. American Journal of Distance Education, 15(2), 1–5.
Orb, A., Eisenhauer, L., & Wynaden, D. (2000). Ethics in Qualitative Research. Journal of Nursing Scholarship, 33(1), 93-96.
Teddlie, C., & Yu, F. (2007). Mixed Methods Sampling: A Typology With Examples. Journal of Mixed Methods Research, 1(1), 77- 100. Web.
Online and computer-based learnings are contemporary teaching and learning concepts that are grounded on the larger model of technology-based learning (TBL). TBL is inclusive of several learning technologies, ranging from networks and intranets to hardware and software solutions. However, this study found that, contrary to the common misconception, computer-based and online learning situations are not interchangeable, even though, both require computing tools in one form or another (Shukor, Tasir, Van der Meijden & Harun, 2014). Online learning, also known as web-based learning is limited to learning through the web, while computer-based learning is by definition exclusive to offline computers and other relevant IT hardware such as tablets and smartphones. Some of the popular online teaching tools that were studied include Myportifolio, which is an online platform where learners can upload their notes and other academic data. The data is remotely accessible as long as the user has an internet connection. Also, there is Blackboard, which provides a space for students to submit class assignments. Another particularly important category of online educational tools consists of plagiarism detectors such as Turnitin and Copyscape, which are designed to scan assignments for plagiarized content (Singh, Mangalaraj, & Taneja, 2010).
On the other hand, computer-based learning can be understood as a learning environment in which computers are used to mediate between learners and content without necessarily being online (Shukor et al., 2014). The tools for these learning situations include traditional computers and other devices through which teachers can render content for their learners (Salmon, 2013). Besides, there are software applications intended to enhance these interactions such as Prezi and Powerpoint. For example, a teacher can use Prezi to animate presentations for their class, or PDF files to allow learners to transfer documents between their personal computers and smartphones or tabs. Local area network technologies (LANs) have also emerged as important teaching tools through which teachers aid their learners from a central point while each is using their computer. However, the two methods are often combined since they are largely interdependent. The online tools and content must be accessed through computing devices and the content for computer-based learning is usually shared through online channels.
Scaling up innovation
According to Coburn (2003), scaling up and implementing innovation in the pedagogical context requires a combination of the dimensions of depth, sustainability, spread and shift to reform the perception of the innovations in question. She advocates a paradigm shift in classroom practices designed to alter the notions that both learners and tutors have towards technology-based innovation. TBL tools can also be used to improve the scalability of innovation to an extent unparalleled by face-to-face interaction. Also, optimization of the scaling-up process is only possible in an open and interactive learning environment, where everyone is motivated to contribute ideas and aid in the advancement of innovation.
Evaluation of students
Through the evaluation of students’ outcomes, teachers can determine the extent to which the scaling-up process is succeeding or failing. Subsequently, they can make relevant adjustments to guide the learners through any emerging challenges. In this context, the evaluation process should not be exclusively viewed as a measurement tool, but also as a means through which teachers can obtain critical feedback on any weakness in their approaches to the problem. With up-to-date information about their learners’ outcomes, teachers can have more control over the scaling-up process and avoid repetition of errors by either them or the students.
References
Coburn, C. E. (2003). Rethinking scale: Moving beyond numbers to deep and lasting change. Educational researcher, 32(6), 3-12.
Salmon, G. (2013). E-tivities: The key to active online learning. London: Routledge.
Shukor, N. A., Tasir, Z., Van der Meijden, H., & Harun, J. (2014). Exploring Students’ Knowledge Construction Strategies in Computer-Supported Collaborative Learning Discussions Using Sequential Analysis. Journal of Educational Technology & Society, 17(4).
Singh, A., Mangalaraj, G., & Taneja, A. (2010). Bolstering teaching through online tools. Journal of Information Systems Education, 21(3), 299.
For effective implementation of learning objectives, there are key contextual factors that come into play. These factors determine whether the teacher can communicate with the students. With the advent of the internet, online courses have sprouted resulting in the debate on the two options, traditional class setting, and the online class.
According to Class-Size Reduction: Policy, Politics, and Implications for Equity, (2008) the class size in a traditional setting is essential because, due to the greater possibility of teacher-student interaction, teaching in a smaller classroom is more effective compared to a large classroom. Also, other factors will play a role in determining the outcome of the class. Let us take for instance a geography class with 70 students enrolled in class and 10 of them as online students. For the best outcome of the two scenarios, they will have the same objectives as Adam (2004) explains; at the end of the module, a successful student should achieve them.
Learning objectives
The learning objectives for the class will be; after the physical geography class, the student will be able to:
Explain the relationship between the earth and the sun. How their interconnectivity affects the earth’s physical environment.
Summarize the factors that cause natural hazards and explain their effect on human beings.
Analyze the effect of human beings on the ecosystem and research on environmental matters such as management of waste, air and water pollution, as well as environmental planning.
Analyze legitimate conclusions from the analysis of statistics and maps.
Construct diagrams explaining and demonstrating the processes of rock, hydrologic and plate tectonic cycles as earth science.
Campus learning
The campus class students will attend this class in a medium-size auditorium that harmonizes a good seating arrangement and group work area. The structure of the main assignment is such that students will determine a research topic based on the syllabus; develop questions, and investigate methods. A research paper should be the outcome of the assignment; this should address a specific physical geographic issue while conducting relevant analysis with tangible conclusions. Students will present their research paper to the class at the end of the semester.
Focused discussions, which will be done in groups of five and relate to the topic of the day. The discussion groups are forums where students interact with each other. There will be several discussion topics during the semester. Students are required to contribute their opinion and provide new information on topics. Students are also required to comment once a week on a topic and post to other groups to review. Each group will be required to create a log detailing the discussions and submitted at the end of the group session.
Field trip will be essential in the geography class. This will aid the students in recognizing the environment as an important geographical topic. There will be one class field trip at the end of the semester where the students will be required to put to use statistical techniques, sampling methods in reporting on an activity that is relevant to physical geography. The students will be required to create a journal of what they observed.
During the semester, there will be two examinations, a midterm and a cumulative final. These examinations will consist of two parts (a) question and answer, which will include items such as definitions, brief explanations, listings and identifications (b) essay which will be comparative and not descriptive. Students will have the option of selecting two of three possible essay topics.
Online class
In the online class, students will access the geography class portal through the internet and it will contain lessons, messages, forums, assignments, and tests. In the online classroom, there is a link to your lesson this week, it is the most important link in the portal. The studies begin here. This is where the students access their lessons. Also, students will find a summary every week, which outlines their assignments, tutorials, online maps, and forum discussions, and that has deadlines. This online classroom outlines course information, academic calendar, syllabus; the internet portal will also include
Study guide that will detail the learning objectives.
Study questions.
Practice quizzes that are not graded but will be essential to students in helping them find out how well they understand the study material.
There will also be other features in the portal to assist online students understand the class materials. There will be an online forum a section where students will interact with fellow students. This is the online version of the discussion groups and will be synchronous at a set time. This forum will also form a blog for students to extend their discussions and more so to facilitate asynchronous discussion. There will be a message icon where the student can send messages privately to the instructor or fellow students.
There will be assignments posted in the online classroom. Here, there will be a download icon for longer assignments and an upload icon for the student to use for sending completed assignments. Quizzes will also be available as motivation for the student to keep up with their studies. The student will have practice quizzes with interactive feedback on the portal. These quizzes will be timed, subject to deadlines, graded and results recorded as part of the student’s scores.
The online class will avail virtual field trips available as a download. Students will be required to watch a film about one of the topics covered in class, they will also be required to read two to three peer-reviewed articles then compare and contrast how the different media portray the subject matter.
In conclusion, even though online learning appear to substitute traditional class, it may not be effective in preparing students for the subject. Online learning is convenient but does not allow the interaction that is key to the student’s career development, according to Montgomery college’s, Online Student Success Center (2006) online courses do create a sense of isolation in the student. Distance Learning College.com,(2005) explains that employers may not acknowledge online learning, so the more favorable option would be to have the two options complement each other.
References
Adam, S. (2004). Using Learning Outcomes, Report for United Kingdom Bologna Seminar. Edinburgh: Heriot-Watt University.