MY GRID FOR DISTANCE ED - Follow Link
https://docs.google.com/document/d/15VMKNaBpJoCZOkLJZ8dSlGem9nntSPVMFVSeGNVTeAA/edit?usp=sharing
Essay 1
Distance Education and what it means to a developed and countries in the developing stage.
Distance education has impacted many people across continents over the past few decades. Some of the most impacted areas have been those where static education means were not available or were cost prohibitive. In the United States distance education has come to the forefront and many more universities are offering online and hybrid classes. If you consider how relatively new distance education is it gives the perspective of how quickly this way of learning has impacted the world. If you consider how many students can be reached through online classes compared to face to face classes, the numbers are staggering. Consider a few years ago when it would have been impossible for a child in rural India or china to participate in online learning. Now with the invention of the internet the possibilities are endless. So now there are countries that offer not only education to the masses but free education to any who wish to learn. These countries believe it is more important to foster education and grow well educated citizens that will be productive in their country instead of charging for something that needs to be mandatory. Two countries that have been greatly impacted since the startup of their open university programs is India and China, both of which have a great number of populace per capita. This paper will discuss the effect the Open university of China and the Indira Gandhi Open University have had on their respective country’s educational growth and population. Also what these universities bring to each country in the areas of distance education covering objectives like: mission and population served, history, values, organizational systems, operation, teaching and learning, with the technologies available for use. The Indira Gandhi Open University (IGNOU) was first opened in 1985. The Open University in India was modeled after The British Open university. It was not an exact replica but they did take some very good advice as to the operations. Its sole purpose was to bring higher knowledge to people who otherwise could not attain it due to financial restraints and geographical obstacles. However, it had a second but welcomed advantage on the economy. With more skilled workers outside companies sought to expand their business into India because of the lower cost for wages and materials (Gaba & Li, 2015) In many ways this open university set milestones in which others would follow. The mission of IGNOU is to bring learning to those who are underprivileged (Panda & Mishra, 2007). The IGNOU has one of the worlds largest distance education programs with its headquarters located in New Delhi it has satellite schools all around the country. India is still considered a developing country and yet in 2006 they were the host to over 1.4 million cumulative students. This institution offers over 1000 courses and (Panda & Mishra, 2007). When the IGNOU first organized its main objective was to reach individuals who otherwise would not receive any education due to substandard living conditions. It was felt that the more educated the population was it would then create a backdraft to the economy. In the beginning self-instructional print material was the mainstay of the university. When electronic media learning devices were introduced it was a great innovation for the distance learning program (Roy& Ghosh, 2013) In 1999 the IGNOU launched its first entirely web based class that would be awarded with diplomas, before this giant step they relied on written material, audio recordings and sometimes video recordings (Panda & Mishra 2007). Today there are many more services such as these but they are still receiving mixed reviews from the government as to the authentication of the students’ work however the government cannot deny the boost to the economy and rise in education due to the open university program. The Open University of China was formerly known as China Central Radio and Television University (CCRTU). The Open University of China (OUC) while similar to that of India’s open university mainly uses television and radio to promote learning. It is also somewhat different in that information released for the public to learn is highly scrutinized by the governing bodies. (OCU,2009) It runs a very close second to IGNOU when it comes to student body. The reason for the strict scrutiny on the part of the COU is to ensure each branch is maintaining the standards set forth by the governing body. Even though the Open University of China is a relatively new entity having only been around since 2012, it has made quite a difference in the lives of many students. The OUC mission is to promote lifelong learning and a leaning society. The Chinese had the idea that to promote learning would gain the resource of well-educated humans (Li,2014) This idea has paid off in the last two decades China has showed a staggering rise in their economy. By the year 2020 China will have surpassed many countries including the United States when it comes to educated labor force. (Li, 2014) At the rate of china’s growth it is destined to become one of the worlds industrial powerhouses surpassing the United States. This is not a coincidence it is the result of the Chinese government realizing that if you start teaching skills at citizens at a young age they will grow up to be very productive individuals. China has even established a trend for lifelong learning and retired the front end education methods. With the theory that no matter the age there is always things to be learned and the internet plays a significant part in this (Li,2014) Distance education has established a place in both China and India. Using this method both countries have been able to reach those inhabitants in rural and urban areas where before it proved and impossibility. Making the education free to those individuals has opened doors for them to learn skill sets that will enable them to be a productive member of their country. Distance education has boosted the economy in both areas by having skilled workers available when outside industries are interested in relocating. With the education system in place it allows the population to experience a new sense of self-worth and dignity knowing that they can provide for their family. Skilled based manpower is a must in India and China. Without these open universities teaching skilled adults there will be no way for supply to keep up with demand and the fallout will be felt worldwide as china and India are two main exporters of good to many countries including the United States (Gaba & Li, 2015) These two countries are the fastest growing economic powers in the world. Over half of the products in the united states made their start in either one of these countries. The need to have educated skilled workers to handle the immense volume of goods is a necessity that the governments of these countries could not ignore. Both governments understand the need for their people to be educated and have transferable skills. With so many people in the United states out of work would it not make sense to adopt the open university program to allow those that are unskilled and below poverty level to benefit from the examples that India and China have set. With each passing decade America falls behind other countries in education. We have the means and ability for distance learning to become the mode in which no one gets left behind. References Gaba, A. K., & Li, W. (2015). Growth and Development of Distance Education in India and China: A Study on Policy Perspectives. Open Praxis, 7(4), 311-323. LI, W. (2014). A new engine for building a learning society: A case study of the Open University of China. International Journal Of Continuing Education & Lifelong Learning, 7(1), 139-152. Panda, S., & Mishra, S. (2007). E-Learning in a Mega Open University: Faculty attitude, barriers and motivators. Educational Media International, 44(4), 323-338. Roy, V. M., & Ghosh, C. K. (2013). Electronic Media Learning Materials of Indira Gandhi National Open University, India: An Analytical Study. Turkish Online Journal of Distance Education, 14(4), 210-221. Sharma, R. (2005). Open learning in India: evolution, diversification and reaching out. Open Learning, 20(3), 227-241. |
Essay 2
Distance
learning and how it impacts educators
The straight forward definition of distance education that speaks volumes comes from Moore and Kearsley when they state that teachers, students, and curriculum can all be in different places learning the same thing but relying on advanced technology to communicate and cover great amounts of information at the touch of their fingertips (Moore & Kearsley, 2012), With the ever increasing reliability on technology and societies fast paced lives. Individuals are determined to try to fill their lives with as many activities as possible in the allotted time that they are given. Educators have come to the realization that in order to meet the constraints that society has put upon individuals, a new streamlined form of education had to be made available. Distance education has been around many years but only recently has it been able to reach students in mass without relevance to distance or time barriers. Distance Education will continue to grow as society places more credibility and value on technology and the multifaceted advances it offers to educators and the ever changing and increasing curriculum for students. Higher learning is no longer regulated to those just out of high school or older adults subjected to attending night classes because of obligations to work and family. Distance education has now made it possible for many students who previously thought higher education was out of their reach. The economic benefits of distance learning have allowed higher learning to reach households where before the feasibility of a college degree was not possible (Peters, 2001). It has also bypassed the stigma for older adults who wish to further their education or enter into a new job field so as to compete with younger generations. The industrial era has brought distance education to a new level. It is no longer a process where students remain anonymous but actually interact with their peers and instructors. Students can attend classes online as their schedule allows. The internet has made virtual classrooms a relevant learning venue with a plethora of students from around the world who can share valuable insights with their colleagues. This may be something that would not be attainable in a lecture hall when interaction is minimal at best. With the process of online lectures and classrooms it is much more efficient for the instructor to reach the students without the students in a virtual one on one relationship. The benefit to the student is that they are able to go back and review the material when their schedule permits. Distance learning is not a new process but it is growing by leaps and bounds. In the age of technology, we live in a time where Distance learning is a gift that few can afford to pass up. The opportunities extend to educators and students alike (Cleveland-Innes & Garrison, 2010). There are many more individuals out there that have jobs and families that rely on them; and distance education allows those with time and location obstacles to prosper and make a difference. Distance education put into reach goals that at one time were virtually impossible to attain and now those same goals have become a reality for so many. References Garrison D.R. & Cleveland -Innes M.F. (2010) Foundations of distance learning, An introduction to distance education; understanding teaching and learning in a new era.pg.12-25 New York and London: Rutledge Moore M. G. & Kearsley, G (2012) Distance education view of online learning, pg. 1-22 USA, Wadsworth learning Peters O. (2001) Learning and teaching in distance education pg.26-27, Sterling VA, Stylus Publishing Inc. |
Essay 3
Different perspectives on millennials
Distance education and the new generation is a subject that has been studied and discussed by many. Three different entities that have very similar views while still maintaining their unique and informative stance on the subject have provided a few different perspectives to think about. Distance learning has become a very prevalent form of educational method not just for the newest generation but all generations. It is good to have a variety of perspectives when looking into the subject. In this paper it will discuss three different views and how they are similar and different when it comes to the education of the millennial generation. Of the three articles being discussed The article titled “Generational differences in using online learning systems “by James L. Stapleton, H. Joseph Wen, Dave Starrett, and Michelle Kilburn is more focused on the generation as a whole while the other two of the articles discussed “Preferred Learning Methods of the Millennial Generation” by Arlene J. Nicholas and “Teaching, Learning, and millennial students” by Maureen E. Wilson uses a very small and specific sample size of information and focus more on the characteristics of the generation itself. The statistical information given in the articles discussed was very informative and thorough however, the information that was covered in one article title “Generational differences in using online learning system” gave readers a greater perception of the nationwide view as a whole when as it pertains to generational learning patterns and how distance education plays an increased role in the lives of over 3.3 million students when measured in the years prior to 2002 but after 2000 as obtained from the National Center for Educational Statistics (J.L. Stapleton, H.J. Wen, D. Starrett, & M. Kilburn, 2007). The article written by Arlene J Nicholas is very informative and has statistical facts to back up her claims, however, the sample size is very small and geographically located in one Northeast state. The survey sent to 420 students only had a 25% responsive rate and out of these 102 were millennials in which the statistics were conducted (A.J. Nicholas, 2008). The author does note the small demographic and discrepancy in male to female ratio. In the article by Maureen E. Wilson it is less about the statistical differences in learning and more about the characteristics that make the millennial generation different from previous generations and using a framework to develop a better learning system for millennials (Maureen E. Wilson, 2004). Characteristics of the Millennial generation is a big topic of all three articles. Take the article “Generational differences in using online learning systems”, the different characteristics of the generation are pointed out but not focused on throughout the idea of the paper. In this study more than one generation is looked at for comparison by multiple observers. The article shows how characteristic can be viewed differently by each observer (J.L Stapleton, H.J. Wen, D. Starrett, & M. Kilburn, 2007). The article titled “Preferred learning methods of the millennial generation” does place emphasis on the characteristics that are prominently attributed to the millennial generation only from the small sample obtained at the private New England University, however it does mention several generational theorist views on the subject (A.J. Nicholas, 2008}. The article “Teaching, learning, and Millennial students” points out how the characteristics of the millennial generation require an alternate teaching methods due to the fact that the millennial generation was raised with an abundancy of technology and it has affected the way they learn and the author bases this assumption on the framework done by Chickering and Gamson’s principles (M.E. Wilson, 2004). The sample size and diversity of the populace plays a big determination on the validity of the claims made by the articles. The sample size of the study used by the article titled “generational differences in using online learning systems” was very large and very diverse. The study claimed to use a survey size of 1017 samples which were then reviewed by 5 different pilot schools for validity (J.L. Stapleton, H.J. Wen, D. Starrett, & M. Kilburn, 2007). The sample size used in the article titled “Preferred learning methods of the millennial generation” was very small consisting of only 102 samples all were taken from private university and the ratio of male to female was 1:3. This small sample would make the results from this study more important to those wanting to stay within this demographic. (A.J. Nicholas, 2008). In the article by Maureen E. Wilson titled “Teaching, learning and millennial students” used a lot of information from the higher institute of learning surveys and more outside sources so it is difficult to compare side by side views and findings. No absolute sample size was used in this article. The basis for the article was the findings from Chickering and Gamson’s Seven principles for good practice in Undergraduate education (M. E. Wilson, 2004). In conclusion it is believed that while these articles are very similar in sentiment they differ in the aspects of learning in which the authors based the articles on. The first article “Generational differences in using online education methods” was very specific and statistically based. This technique gives the impression of very thoroughly studied information. It also gave a diverse sample size that was used a good number of participants. Its focus was on online education and how it affected each generation. The second article titled “Preferred learning methods of the millennial generation” covered how the millennial generation perceived the learning experience. The sample size for this article was small and had a specific demographic. The points made in the article were supported by the statistical information attained in the article However were not useful in getting a wider analysis of millennial generation. The last article “Teaching, learning, and millennial students” was based on teaching strategies and how they work on millennial students. So even though each of these articles were about educating, millennials and methods they all focused on different aspects of the situation that educators are confronting at the present time. References Nicholas, A. J. (2007, November 7). Preferred learning methods of the millennial generation. International Journal of Learning, 15(6). doi: ISSN1447-9494 Stapleton, J. L., Wen, H. J., Sterrett, D., & Kilburn, M. (2007). Generation differences in using online learning systems. Human Systems Management, 26, 99-109. doi:0167-253 Wilson, M. E. (2004). Teaching, learning, and millennial students. New Directions for Student Services, 2004(106), 59-71. doi:10.1002/ss.125 t. |