Chapter 3: Research and Distance Education Mind Map
Setting a Foundation
Learning Perceptions
Interation
Learning Outcomes
Learning Attributes
The Focus
Barriers to Distance Education
Telehealth/Telemedicine in Distance Education
Myths
Quotes
Campbell and Stanley
Richard Clark
James Finn
A Learner-Centered Approach
"Borje Holmberg"
Communications and interaction between students and their supporting organizations
Administration and organization
Subject Matter Presentation
Economics
Distance students and their milieu, conditions and study moivations
Systems
Philosophy and the theory of distance education
History if distance education
"The most fundamental and most important characteristic of a profession is that the skills involved are founded upon a body of intellectual theory and research"(Simonson, Smaldino, & Zvacek, 2015, p. 60)
"The only means for settling disputes regarding educational practice , as the only way of verifying educational improvements, and as the only way of establishing a cumulative tradition in which improvements can be introduced without the danger of a faddish discard of old wisdom in favor of inferior novelties(Simonson, Smaldino, & Zvacek, 2015, p. 61)
"The best current evidence is that media are mere vehicles that deliver instruction but do not influence student achievement anymore than the truck that delivers our groceries causes changes in nutrition, only the content of the vehicle can influence achievement (Simonson, Smaldino, & Zvacek, 2015, p. 61)
The Important big three
Collaboration
Learning Time
If the execution and design of the material is structured well then, distance education works well.
Materials
Materials
Working in sync
Learning Time
Major concern for distance educators
Least strongest barriers
Strongest barriers
Lack of strategic planning for distance education
Slow pace of implementation
Lack of support staff to help course development
Faculty compensation/incentives
Lack of shared vision for distance education in the organization
Difficulty keeping up with technical changes
Organizational resistance to change
Lack of technology -enhance classrooms, labs, or infrastructure.
Lack of money to implement distance education programs
Increased time commitement
Lack of transferability of credits
Problems with vast distances and time zones
Lack of acceptable use policy
Technology fee
Lack of personal technological expertise
Tuition rate
Competition with on-campus courses
Local, state, or federal regulatioins
Ethical issues
Existing union contracts
Lack of parental involvement
Student-to-student and Student-to-student content interactions has greater impact than student to teacher interation(Simonson, Smaldino, & Zvacek, 2015, p. 67)
Depending on the degree of interaction, technology is heavily involved within distance education.
Within a meta-analysis of 74 studies dealing with interaction it was reported that the overall strength of interactive treatment was associated with increased achievement outcomes(Simonson, Smaldino, & Zvacek, 2015, p. 67)
Collaboration
Patience Satisfactory
Cost-Effectiveness
Quality of Care
Study Reports
Study Reports
Study Reports
ATA's 2013 summary of the research reported that patient satisfaction about the use of telemedicine assess to care and use of technologies to connect to health care providers was very high(Simonson, Smaldino, & Zvacek, 2015, p. 70)
The ATA 2013 report concluded that quality of care is as likely to be high in the medicine situations as it is for traditional methods(Simonson, Smaldino, & Zvacek, 2015, p. 70)
Research results report that in general telemedicine saves patients, providers, and payers money hen compared to traditional approaches(Simonson, Smaldino, & Zvacek, 2015, p. 70)
Another study reported that patients had better or comparable clinical outcomes while achieving a savings of 19% as a result of shorter length of stay and need for fewer lab and diagnostic tests(Simonson, Smaldino, & Zvacek, 2015, p. 70)
Variables
Two Variables
Social Integration
Completer's/pursuers were more likely to have higher education goals than dropouts/non-starters
Three Variables
Completers/pursuers would study more than 10 hours per week(Simonson, Smaldino, & Zvacek, 2015, p. 66)
Student attitudes toward their tutors
Student attitudes toward missing peer socialization
Self-initiated contact with the school
"Instructor training is required for anyone planning to teach at a distance"
"Using instructional technology in teaching is e-learning, and this is the same as distance education"
"The more interaction there is in a distance education class, the better"
Forced interaction can be as strong a detriment to effective learning as is its absence. Student to student, student to content have been reported to be the most important categories of interaction with student to instructor interaction of less impact(Simonson, Smaldino, & Zvacek, 2015, p. 71)
If there is only one person, the teacher, who is responsible for the entire process from course design and course delivery to course evaluation then, knowledge is essential(Simonson, Smaldino, & Zvacek, 2015, p. 71)
E-learning and distance education should never be confused with each other. In addition, no one uses term "e-learning anymore
Studies of student satisfaction in online courses has evolved from general perceptions of distance education to more targeted research about specific courses and approaches(Simonson, Smaldino, & Zvacek, 2015, p. 66)
The finding that "course quality"was one of the most important factors influencing satisfaction is important.