Vickie P. MurphyWalden University

EDUC 7101-2 Diffusion and Integration ofTechnology in Education

Distance Teaching and Learning

Storyboard for lesson in Distance Teaching and

Learning

NeedResearc

hDevelopme

ntCommercializati

on

Implement strategic goals of education in

distance teaching/learni

ng to all members of society by creating an

effective teaching and

learning process

The intended audience are

Instructors and Students.

Research Organization: CiC

Computer-Integrated Classroom

Questionnaire Survey

Systemic scientific literature analysis

Assist teachers to employ IT to

design learning activities for

effective teaching and learning

Timeline

1890 1920 1989 19991990

Knowledge Stage: SDSU offers many

online programs including ED

TEC 561.

Persuasion Stage: Schools

began using Radio & TV for

to Deliver Distance

Decision Stage: 2/3 of the

United States have Distance

Education Programs

Knowledge Stage:

Correspondences courses in

mail

Confirmation Stage: WebAudio-Video

Teleconferencing

http://coe.sdsu.edu/eet/Articles/Disted/start.htm

Communication Channels -

SynchronousSynchronous Communication

ability to hold live discussionsimmediate feedback of peers and instructorcollect input and make decisions immediatelymotivate the need to be prepared by a certain date and timereassure telepresence and live support of students and teachersability to hold interactive presentation activities, live simulations, and role playing

OptionsConferencingPhoneMulti-User Virtual Environment

http://eduscapes.com/distance/course_communication/synchronous.htm

Communication Channels - Asynchronous

Asynchronous Communicationopportunities for exchanging ideas in informal social forumsflexibility in work schedules and study timesability to go back later and review class discussionspeer commenting on assignmentstime to reflect on group discussions

ToolsAnnouncements Pages – Effective approach when students regularly enter the system.Blogs / Podcast – students can make comments.Email or Listserv Messages – goes directly to the student’s mail box.

- establish an ongoing virtual presence- maintain spontaneity- keep students on track- help students feel part of a community- periodic and special updates

Forums – used by instructors for news or general forum for class announcements, information, general discussion, posting area, introduction and informal collaboration.

http://eduscapes.com/distance/course_communication/asynchronous.htm

S-Curve for Storyboard

100

20

40

60

80

0 1700 1910

1920

1930

1940

1950

1960

1970

1980

1990

2000

2005

2006

2010

% of

In

novati

on

Time

Explanation of Data1970s: the development of microwave technology, the cost went down and universities started setting up microwave networks to take advantage of the Instructional Television Fixed Service and the prediction was made that by the year 2000 there will be more than 80 percent of off-campus and 10 to 20 percent of on-campus instruction taking place through telecommunications.

1980s: Apple is established to promote and support the research and development in educational use of computers and technology offering using computers, support and software to students.

1990s: The Faculty of Education in 1999 makes available on the internet EDPY 202: Instructional Application of Technology.

2000: Technology Professional Development Unit is established in the Faculty of Education. Radio, television and the internet has been used to further distance education.

2005: Students were taking at least one online class.

2006: 96% of the largest colleges and universities offered online courses and almost 3.2 million US students are taking online classes.

2010: Online universities will have two hundred thousand students and will serve five hundred thousand by this time (Jeffries).

Perceived attributes of Innovations – Part

1The innovators and early adopters will be faculty. The strategies that will be most persuasive in convincing them to adopt innovation will be: Communicate the success of distance teaching/learningInstitution training program to help become successfulWorkshops on developing classes and incentives for participationSupport services and technical support for faculty members and learnersFaculty members to view/interview peers who are successfully teaching distance education

Perceived attributes of Innovations – Part

2

The laggards in rejecting the innovation will be faculty members and the strategies to best move them toward the adoption will be:Comprehensive system-wide implemental policy with provisions for reflection, design, cumulative expansion, evaluation and implementationTraining in technology by conducting online faculty development programsEasy access to email and computer encouraging daily use by facultyEnsure access to network and technology support for maintenance is reliableMotivate the use of distance teaching/learningImprove hardware and software with workshops (Panda & Mishra, 2007).

Perceived attributes of Innovations – Part

3The combination of perceived attributes that is best to help Distance Teaching/Learning are relative advantage, compatibility, complexity, trialability and observability.1. Relative advantage – strong and easily, convenience, small

classes, attractive format.2. Compatibility – compatible with their ways of teaching,

convenient access to instruction, improve quantity and quality of class and online discussions.

3. Complexity – should not be hard to understand or use.4. Trialability – experiment with distance teaching/learning before it

is adopted. Open house in interactive classrooms so faculty members can experiment with the equipment

5. Observability – market and communicate new technologies to the prospective faculty members. The instructors must beware of the new technologies and their benefits before they become interested in them.

ReferencesChu, H.C., Hwang, G.J., Tsai, P.J. & Yang, T.C. (2009, Jan-March). A computer-assisted approach for conducting information technology applied instructions. International Journal of Distance Education Technologies, 7(1), pp. 23-43. Retrieved September 10, 2009 from http://proquest.umi.com.ezp.waldenulibrary.org.

Cunha, A.M. & Putnik, G.D., (2007). A changed economy with unchanged universities? A contribution to the university of the future. International Journal of Distance Education Technologies, 5(4), pp. 5-25. Retrieved September 9, 2009 from http://proquest.umi.com.ezp.waldenulibrary.org.

He, A. (2009, Jan-March). An understanding information management system for a real-time interactive distance education environment. International Journal of Distance Education Technologies, 7(1), pp. 44-58. Retrieved September 10, 2009 from http://proquest.umi.com.ezp.waldenulibrary.org.

Jeffries, M. (n.d.). Research in distance education. Retrieved September 12, 2009 from http://www.digitalschool.net/edu/DL_gustirt_mJeffries.html

Levenburg, N. & Major, H. (2000, September/October). Kindling the fire: how to attract faculty to distance education. The Technology Source Archives. Retrieved October 19, 2009 from http://technologysource.org/article/kindling_the_fire

ReferencesPanda, S. & Mishra, S., (227, December). E-learning in a mega open university: Faculty attitude, barriers and motivators. Educational Media International, 44(4), pp. 323-338. Retrieved September 16, 2009 from http://web.ebscohost.com.ezp.waldenulibrary.org.

Rogers, E.M. (2003). Diffusion of innovations (5th ed.). New York: Free Press

Volungeviciene, A. & Tereseviciene, M. Quality assessment dimensions of distance teaching/learning curriculum designing. Quality of Higher Education, 5, pp. 32-53. Retrieved September 16, 2009 from http://web.ebscohost.com.ezp.waldenulibrary.org.

Zhao, J.J., Alexander, M. W., Perreault, H., Waldman, L. & Truell, A.D. (2009, Mar/April). Faculty and student use of technologies, user productivity and user preference in distance education. Journal of Education for Business, 84(4), pp. 206-213. Retrieved September 10, 2009 from http://proquest.umi.com.ezp.waldenulibrary.org.