Interested in seeing what the
comments on the Discussion Board
look like? Here is an archive of
transactions from a recent offering of Teaching
At A Distance: From Concept to Practice. What follows are the complete postings for
the 1st Sub-Forum of the 1st Theme (How can you encourage distance
education learners to accept responsibility for their own learning?). The workshop includes a total of 5 themes (20
sub-forums) over a period of 5 weeks. Postings
have been edited to remove identities of participants.
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Fxx, Sxxxx
Subject: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
This is a question I
struggled with many times when I taught in a traditional classroom. Having
taught middle school English and college freshman (a required course), I know
that in that setting, encouraging learner responsibility is difficult at times.
Sometimes learners in these two specific situtation do not see direct
applicability of the material to their life. I have not taught an online
course, but I am sure that it can be just as difficult to engage the learner,
especially when it is at a distance.
One of the exciting things
about distance education, which I have found in the community learning centers
that we visit, many adult learners have gone online for distance education
courses because they are ready to embrace education; they want to learn for
themselves, not because someone told them they should go to school. Many of
these learners have mentioned that it makes all the difference when the
instructor takes an interest in their learning, but does not try to control the
learning environment. I think this seems to be key to
learner responsibility. If the instructor facilitates the opening discussion by
taking an interest in the students and their background, much like Joe did with
this course, it allows the student to think about why they are taking the
course, how it relates to their work/lives, as well as what connections they
may have with the other learners.
These relationships hopefully
encourage learners along the way, making them eager to share ideas from their
own lives and hear from other learners in the class. I know from my own
coursework that when I come to a class and discuss ideas with others that I can
then take back to my work or life, I am more interested and willing to become
engaged with the material.
Joe says in his chapter,
Distance Education: A Shared Understanding, that "probably the most
essential characteristic of the successful learner in a distance education
teaching/learning environment is that the learner must be willing and able to
be self-directing" (2). This self-direction, I think, comes from good
facilitation--engaging the learners early,providing
them an opportunity to discuss how this class will fit into their lives and
work, and then letting them hear how other learners will use the course. When
learners are able to articulate why they are taking the course, there is
sometimes an "A-ha!" moment where they realize they are in control of
their learning and what they do with the material. And, when they turn on the
computer and work on their course, they are able to see that there is not
someone telling them to go to the site, they have led themselves there.
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Sxxxx -
You've touched on many, many
good ideas when it comes to encouraging learner responsibility. As an educator,
one of the things that I've finally been able to truly accept is the idea that
I am NOT solely responsible for the success of what goes on in the distance
education program. This may sound like a fairly simplistic/obvious statement,
but I find that so often we enter the program with the assumption that we have
control over the learning - and we don't.
You said it very nicely when
you said, "...when the instructor takes an interest in their learning, but
does not try to control the learning environment." I'd even go a bit
further and suggest that many instructors try to control the
"learning" - not just the "learning environment".
Borrowing from a
developmental psychology view - a) we can encourage growth/development but we
can't guarantee it, b) we can definitely discourage growth/development, and c)
there are things we can do to better set the stage for growth/development if
the person wants it to occur. Such a view puts the educator into a secondary
role - the learner is in the primary role.
So - then the challenge
becomes a matter of what can the instructor do to set the stage for
learning/responsibility so that the learner can easily move onto that stage if
he/she desires.
Obviously there are numerous
ways to begin to set the stage for learning/accepting of responsibility. You've
hit on some of them. Others include -
* Instructor responds to all
contributions (big or small)
* Instructor tries to
positively reinforce some aspect of each person's contribution.
* Instructor values the
learner's experience (not just his/her own experience)
* Instructor tries to keep
his comments succinct/short so that he doesn't bore everyone. Ooops!
I'm sure others have ideas to
share!
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Sxxxxx,
Hxxxxxxx
Subject: Re: Theme One: Learner Responsibility
--------------------------------------------------------------------------------
Sxxxx covers this
subject really well.
Personally, I have found that
in the correspondence courses a fast turn-around of work is a good motivator
for students as well as the personal telephone contact for the few that need
it.
In the online environment, an
acknowledgement of each contribution is also a good motivator and I have
noticed that Joe has been doing this in this workshop. It is nice to know that
someone is reading what you have posted, and as Joe pointed out in his last
email, learners don't have the advantage of knowing how many times the postings
have been read.
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Hi Hxxxxxxx
-
Thanks for your comments. I
have found that even the most elaborate d.e. designs
can benefit tremendously from the smallest human elements when the instructor
demonstrates his/her interest in the learner.
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Mxxxxxxxx,
Axxxxxxxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
There is so much to say about
this subject and I find that it's such a crucial issue for the success (or
miserable failure) of DE offerings that there isn't such a thing as paying to
much attention to it. To what you have said so far (the role of the instructor
etc) I would add that there are substantial differences in they types of DE
adults embark on. What I'm referring to for example is the difference between
adults who decide to take a full time MA program at a distance, vs. those who
are furthering their knowledge in a specific area while they are working full
time vs. those who are taking a learning programme
offered at their workplace.
I used to think that
learners' intrinsic motivation, their metacognitive
abilities etc were the determinant factor in whether a learner would take
responsibility for their learning, but I have discovered that external factors
are of the utmost importance as well.
It may be that the learner's
expectations may have to be set differently, based on the type of DE offering.
I remember that the first time I took a DE course while I was working full time
I was disapponted that I could not dedicate much time
to it and therefore I wasn't spending enough time on reflection and on
deepening my understanding of the subject as I used to when I was learning at a
distance full time. Maybe consciously reflecting on whether you as a lerner go for breadth vs depth and what that means exactly may help in this
respect. And the role of the instructor becomes ever more crucial to facilitate
this process.
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Hi Axxxxxxxxx
-
Thanks for your insights. I'm
hoping that others will join in this discussion. It is so central to our
understanding of d.e. Here are a few more thoughts to
add on to what has already been said -
Though I agree with your view
that there are differences in learner responsibility based upon "the types
of DE adults embark on", I feel that learning at a distance places special
emphasis on the learner's willingness/ability to accept responsibility for
learning - much more so than face-to-face instruction.
Probably the greatest reason
for this is the fact that the learner is separated from the instructor. This
separation requires that the learner be more adult-like - to accept more
responsibility for his/her own learning since there is no one there to keep the
learner focused.
I worry about those
instructors who merely upload their face-to-face instructional materials to a
website and then expect them to magically turn into a d.e.
course. In face-to-face instruction I do not believe that learner
responsibility is essential. However, if the way the d.e.
course is organized does not take into account a concern for supporting the
acceptance of learner responsibility I think it will be less than successful.
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Hxxxxxx,
Mxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Hi Axxxxxxxxx,
Your comments about going for
'breadth/depth' really struck me as being vitally important for distance
learners. Sometimes I think there is a strong feeling that one most 'post' or
comment to a 'post' and not taking enough time for that reflection. On the
other side, that is also one of the benefits of being online - you can take
your time before posting, as opposed to being in a classroom setting and
immediately responding. Somehow there still appears the tyranny of the urgent!
It is so important for people to take the time to reflect on their learning and
the implications of it, instead of primarily ingesting content. mh
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Lxxxxx,
Txxxxx Txxxxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
One of your bullet points in
that last list was "instructor responds to all inquiries (big or small). I
was just talking to a colleague from my Ph.D. institution about their new
online degrees for a master's in journalism. She was saying that they know NOW
that some faculty members don't do as well with the online instruction, and the
reason -- they can't handle the avalanche of email responses.
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Hi Txxxxx
-
I think you either get good
at responding to the avalanche or move on to other forms of teaching that don't
require written interactions with learners. I find, though, that rather than
perceiving of all of the postings as an avalanche I tend to see them as
wonderful opportunities to get to know the learners (and for them to get to
know me). I believe that once we begin to know each other the opportunity for
learning is greatly increased.
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Dxxxxx,
Cxxxxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Hello
one thing I have often been
trying to do when developing d.e. material for our staff
is to encourage the learner (through exercises or space for reflection)to
identify a "learning partner" within his/her own working environment
to exchange views and ideas face-to-face on issues related to the learning
topics. In my view, this might encourage the learner not only to take
responsibility for his/her own learning, but also for the possible practical
applications of that learning in the workplace. Curiously enough, this worked
well when learners were able to identify their own "learning partner"
in the same office and could talk to him/her face-to-face; on the contrary, it
was quite a failure in those cases where learners could only communicate with
their "learning partners" through emails or online..I
guess that this (again) may have to do with the so-much-required human
dimension of learning?
Cxxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Cxxxxxxx,
Jxxxxxxx
Subject: Teaching undergards
learner responsibilty
--------------------------------------------------------------------------------
I am finding an amazingly
direct correlation between the threads about learner responsibilty
and some issues we have been having in a blended delivery undergraduate general
education course with 250 students and 6 Teaching Assistants (each TA is
responsible for 3 sections of 20 students).
Adults at any level seem to
have a more intrinsic way of "getting" learner responsibilty
but an 18 year old taking a general education course because he or she
"has to" seems to be another story. I agree that concepts such as
replying to every post and taking a learner's background and knowledge into
consideration when designing the course or syllabus help in many contexts.
But how do we
"teach" a class of 250 students how to be learner centered when they
have no idea of how to be anything else than dependent on the traditional
method of teaching?Below is
a quote from one of our students in the undergraduate general ed. online
course:
"I don't want to learn.
I just want to find it in a book and write it down."
This is the mindset we are
working so hard to change.
I feel we need to give them
more tools and guidance about how to make that transition from the
"old" to the "new" and I am not sure how to do that? Anyone
have any ideas??
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: The value of learning partners
at a distance
--------------------------------------------------------------------------------
Cxxxxxx -
I really like your idea.
Using pairs (small teams) of learners at a distant location can really help in
making the d.e. experience successful. One of the
nice things about using teams as you have suggested is that questions/content
that may be accidentally skipped over by the instructor can be dealt with
locally. Partners can help each other through the program and take some of the
demand away from the instructor to answer all questions.
Good idea!
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Two tier classes
--------------------------------------------------------------------------------
Jxxxxxxx -
Egad - talk about starting
with a tough question!
I think most all of us would
agree that a class of 250 stretches the imagination of even the best teacher. And especially if it's an undergraduate class which suggests that
most of the learners may not be in the mood to want to accept much
responsibility. And, of course, they usually drag the instructor down
with them!
My usual response to your
concern -
Create a two tier class
situation.
One tier is for most of the
group. It looks like a regular "learn it or else" type of college
class. It has assignments, tests, etc. etc.
The other tier is sort of an
"advanced" group and is available to anyone from Tier One who would
like to join - who is willing to commit to taking some responsibility for their
own learning. Tier Two students would not be required
to participate in the Tier One class, be given lots of freedom to identify
alternative ways to learn the content, be encouraged to work in teams/groups,
get more indivudal attention from the instructors as
needed, etc. etc.
If done well, more and more
Tier One students will opt to move over to Tier Two as the course progresses.
Of course, Tier Two is much
more demanding on the teachers. However, it's a much powerful learning situation.
And, of course, discipline in Tier Two tends to be a function of the learners -
not the teacher as it is in Tier One.
Just a thought!
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Vxx Dxx, Lxxxxx
Subject: Learner Responsibility
--------------------------------------------------------------------------------
Joe has encouraged us to reveal our own
"biases" in these discussions. I think one of my biases in my
approach to distance education is that the learners come to distance education
already very highly motivated. They are, if I'm not mistaken, adult learners
and clearly focused on a goal. I think the facilitator has to have clear
objectives in mind and clear means of assessment - - but I'm assuming that the
learners are motivated and will accept responsibility for their learning. Or am
I wrong??
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Rxxxxx,
Exxxxxxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Sxxxx,
You have pointed out a number
of important factors. When the learner is the focus, in charge... as Joe puts
it, it makes a world of difference.
I also find that my graduate
students tend to be more self-motivated and self directed learners
thatn do most of my undergraduate students. In
general, they are more "Adult"
adult-learners than "the traditional 18-22 year old students in
undergraduate classes. Perhaps there is also the maturational element to
consider. Motivation, maturation, material, mentoring, momentum are all
important factors that contribute to learners taking the responsibility.
Exxxxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Rxxxxx,
Exxxxxxxx
Subject: Re: Teaching undergards learner responsibilty
--------------------------------------------------------------------------------
Jxxxxxxx,
I just commented to Sxxxx's post a similar perspective!
I wonder how many of our clleagues find this to be the case?
Does the subject matter or topic influence this at all?
Curiously,
Exxxxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Rxxxxx,
Exxxxxxxx
Subject: Re: Two tier classes
--------------------------------------------------------------------------------
Joe,
While the "two
tier" format makes so much sense, how about the administrative and
departmental hoops that are involved in "splitting" a class. Perhaps
I misunderstood. I can see setting up sections that students could register for
either the "traditional" method and then alternative apporaches based on learner preparedness. Still,
logistically, that creates still other considerations.
Does anyone do initial
screening and ongoing reevaluation of learner readiness for on-line/DE? {another logistical quandry}.
I have so many more questions
that come to mind related to this. I suppose if the entire program is using DE,
then learners self-select by applying to the program...but even that has
confounding variables. The mind boggles.
Exxxxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Rxxxxx,
Exxxxxxxx < earankin@salisbury.edu>
Subject: Re: Learner Responsibility
--------------------------------------------------------------------------------
Lxxxxx,
I think that there are two
perspectives on this- 1) learners rise to the expectations, and 2) never assume
anything about the learner- each of us [educator and learners] is unique in our
motivations. I do agree that a portion of the individuals that take a DE course
do so because they are motivated. Others may do so because employers
"strongly suggest it", or they live long distances form other educational
sites, or they need a course that isn't offered at the home institution at the
time they need it, say to progress to another level of study.
Exxxxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Learner Responsibility
--------------------------------------------------------------------------------
Lxxxxx -
I don't think it's a matter
of you being right or wrong. I think your bias makes so much sense - especially
when you acknowledge it as you have. I also think that by you assuming that the
learners are motivated and willing to accept responsibility you have gone a
long way to helping them attain that very goal.
Joe
-------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Two tier classes
--------------------------------------------------------------------------------
Exxxxxxxx -
I see the two tiers operating
within the same section/class. I really don't see it as a pre-selection that
would go on before the course begins. As a person is ready for Tier Two they
can move into it.
Both options should be
available to all of the students. Ideally I'd like Tier Two to appear
attractive - however there are hurdles that must be jumped in order to get into
Tier Two (you just don't get in because you want to). These hurdles would
relate to a willingness to accept responsibility for one's own learning.
Everyone would start in Tier
One - then, as people demonstrate their learning maturity they would be invited
into Tier Two. Ideally, by the end of the semester, everyone would be in Tier
Two.
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum Discussion
- Learner Responsibility
Date:
Author: Fxx, Sxxxx
Subject: Re: Two tier classes
--------------------------------------------------------------------------------
This is a really interesting
approach, one that I would like to see unfold. I was chuckling a bit as I was
reading Exxxxxxxx's and Jxxxxxxx's
comments about undergrads. I taught English Composition, a required course, to
college freshman in the past. Being that
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Cxxxxxxx,
Jxxxxxxx
Subject: Re: The value of learning
partners at a distance
--------------------------------------------------------------------------------
I am really interested in
this idea of partnering or creating small teams to act as a "support
system." My thought is that it can be used not only for pairing those in
the same local area together, but also to help in the support of a large class.
If students have a group of peers they are able to call or meet in person with,
that may be enough of a peer-to-peer support to lessen instructor
troubleshooting time as well as give them a sense that they are not just out on
cyberspace alone.
How structured do you think
these groups need to be? Can they thrive on being merely a support system (to
answer technical, content, or logistical questions) or do they always need a
specific goal such as completing an assignment?
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Cxxxxxxx,
Jxxxxxxx
Subject: Re: Two tier classes
--------------------------------------------------------------------------------
I like the concept behind a
two tier classroom but the logistics seem to be so overhwelming.
Is this something that needs to be built into the course design from the very
beginning or is it possible to implement after the course has already been
designed?
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Hxxxxxxxxxx,
Mxxx
Subject: Encouraging learner
responsibility
--------------------------------------------------------------------------------
I believe that learner
responsibility can best be nurtured in a collaborative learning environment.
When the instructor assumes an interactive role with the student, where
together they assess needs, locate resources and plan learning activities, this
helps move the student incrementally from dependence to independence. It also
increases student motivation. Of course, this means that the instructor must
change as well from being a controlling disseminator of information to being a
facilitator, manager and coach. It is also important that interaction between
the instructor and student be frequent and prompt. If we are expecting students
to learn how to monitor their own learning then they need a lot of feedback as
to how they are doing. More scaffolding is needed at the beginning as the
learner goes through this paradigm shift.
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Cxxxxxxx,
Jxxxxxxx
Subject: Re: Encouraging learner
responsibility
--------------------------------------------------------------------------------
Mxxx,
I am interested in this idea
of scaffolding but am a little unclear about exactly what it means. Is it
basically giving students more responsibilties little
by little? Can you give me an example?
Jxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Hxxxxxxxxxx,
Mxxx
Subject: Re: Encouraging learner
responsibility
--------------------------------------------------------------------------------
Jxxx,
Yes you are right.
Scaffolding provides the student with temporary support until help is no longer
needed. It can be done in many ways, such as examples, explanations etc, but
should be built on the student's existing knowledge. See:
http://scaffolding.edte.utwente.nl/define.htm#Modeling/Coaching/Scaffolding
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Oxxxxx,
Vxxxxxxx
Subject: Development of responsibility
for learning
--------------------------------------------------------------------------------
Learners responsibilities is
a topic we have thought about in many occasions. We have about 350 students in
undergraduate distance learning courses. They are divided in groups of approx.
25 st. and there is always a teacher/tutor
responsible for each group. Students are all adults and most of them over 22
years old. What we cannot identify is up to what degree they really wish to
learn and develop a learning responsibility or simply obtain they diploma.
Firstly, we have noticed that
they intend to read and study “minimum content”, let
me explain: study content from study guides only and if possible no books, just
dossiers of chapters and not too long readings. This fact has an explanation on
their part that we have surveyed: as most of them work, they indicate that they
have not time for long readings.
Secondly, the intention is
“pass the exam”
Thirdly, they do not wish to
post to the discussion board. What for? Posting to discussion boards will not
add anything to their final objective that is “getting through the course”. If
someone has a specific question to ask to his/her Tutor what is commonly done
is: an e-mail to the Tutor for a quick response.
Fourthly, interaction among
students: This is a point we definite cannot develop through a discussion board
since most of them meet once a week in optional face-to-face sessions of 5
hours. Those not attending face-to-face sessions never show up in discussion
boards.
Summing up: Students keep to
Study Guides, dossiers of chapters from books, e-mails to Tutors when
necessary, tests and exams. Can we define this process as self-directing
responsibility towards learning?
So, what kind of learning
responsibility should we develop?
I do agree with Joe when he
writes “… the most essential characteristic of the successful learner in a
distance education /teaching environment is that the learner must be willing
and able to be self-directing……. a learner who is accepting and exercising
responsibility for his/her own learning……………Not only must the distance educator
be concerned about the content of the instruction that will be delivered at a
distance but there must be an equally strong concern that the instructional
strategies clearly foster the emergence of the self-directed learner and the
growth of learner responsibility”.
What I personally fail to
find the way out is how to develop students responsibility towards learning, I
repeat LEARNING (in bold, capital letters) and not to “just passing or getting
through” in undergraduate courses.
Has somebody had a similar
experience?
Sorry for being so long
Vxxxxxxx.
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Ixxxxx,
Jxx
Subject: Re: Learner Responsibility
--------------------------------------------------------------------------------
Dear Lxxxxx:
Much of the discussion I have
just reviewed relates to college/university level students, undergrad and
graduate. The people I need to reach with d.e. are neither.
Farmers, gardeners, sawmill operators, local land-use officials, 4-H volunteers
are a few possible groups that come to mind.
Let's start with farmers. A
typical profile could be 75% male, most over 50, many H.S. grads, a few non-HS
grads, a few with college. Mostly unsophisticated with
computer technology, although this is not documented. This group HAS to
be self-directed and motivated to learn in order to participate. They are
usually incredibly busy and physically tired when they finally come inside to
relax. The conventional wisdom among my extension agricultural agent colleagues
is that "if your program will help them make more money, they will be
interested". This is a basic, visceral type of motivation. And pretty simple to decide if your program has value to the
audience or not. Of course, there will be a part of the farmer group who
are always interested in learning, and like the computer/web technology.
In a nutshell: Some potential
D.E. learning groups can be identified as taking significant responsibility
simply by showing up. Of course, it is up to the program designer/host to make
their experience a postitive one, and then continue
to offer more valuable learning experiences.
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: The value of learning
partners at a distance
--------------------------------------------------------------------------------
Jxxxxxxx -
I have an idea that there are
no real absolutes when it comes to creating group situations for learning. Sometimes lots of structure is needed - other times none.
One of the reasons I like to
use small groups is that it provides an opportunity for everyone in the group
to be active (even if just within their small group). I like to refer to this
as "individualizing" instruction. However, it's not the usual type of
"individualizing". What it does is allows each and every learner to
be an "individual" in the class - to have his/her own identity
recognized and appreciated.
Joe
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Current Forum: Theme 1 - Sub-Forum Discussion
- Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Two tier classes
--------------------------------------------------------------------------------
Jxxxxxxx -
I think you could either way
- by design or when needed. The key is that the instructor has the ability to
treat learners in different ways (as dependent learners needing lots of
structure, or self-directing learners needing little structure). So often we
design instructional programs that assigns all of the
learners to be treated in the same manner. That really doesn't make a lot of
sense.
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Learner Responsibility
--------------------------------------------------------------------------------
Jxx -
Yes, what you're describing
makes a lot of sense. I would add, though, that recognizing the individual and
unique needs/motivations of your learners can go a long way to helping them learn ways to deal with their concerns.
I have found that ag agents are usually extremely
good about building relationships with their learners as a key part of their
ongoing work. However, sometimes I see them forget to continue building on this
concern for relationship building once they get up in front of a group as a
teacher. It's as if they're a different person when they stand up in front of a
group.
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Encouraging learner
responsibility
--------------------------------------------------------------------------------
Mxxx -
Very well stated!
One other thing that I have
found to be very helpful in encouraging the sort of learning/learner that you
describe is when you have colleagues who similarly value the learner. The
learner is then getting the same sort of feedback and reinforcement from a
number of different people. Sometimes if you are the only one attempting to
encourage learning/learner it can be very difficult - and the learner may not
be willing to change their behavior for just you. However, if such a view is
characteristic of a group of faculty it can be very successful.
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Development of
responsibility for learning
--------------------------------------------------------------------------------
Vxxxxxxx -
You have described such a
very typical (and frustrating) situation! Obviously there is no simple answer
to encouraging learning - especially self-directed learning. I have found that
I am most successful in bringing about needed change when I am part of a group
effort - where the students are expected to behave the same way for a number of
different instructors. In other words, as they move from class to class (instructor
to instructor) there are certain elements that remain consistent - valuing of
learning, encouraging of dialogue, welcoming questions, respecting each other,
etc. etc. This can allow for a shift in the instructional/learning paradigm -
which I think would be essential for the situation you describe.
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Ixxxxx,
Jxx
Subject: Learner responsibility impacted
by perceived benefit?
--------------------------------------------------------------------------------
Many
interesting postings on learner responsibility. Most from the perspective of a
learner within the context of higher education. My target learner-groups
will be different. They will not NEED to take my d.e.
class to complete a degree or certificate. I think the only powerful motivator
will the the perceived benefit they will receive from
the learning they experience. This can be a difficult idea to "sell"
to people.
In my experience, the value
farmers place on local extension programs is based on an economic advantage
they gain with what they learned at the program. For example, by adopting a new
planting or weed control practice, they could increase crop yields or quality
and make more money. Or by adopting an improved procedure in animal husbandry,
they could reduce veterinary expenses and increase their net profits. Its very simple...if the program/d.e.opportunity
offers immediate and practical application resulting in increased returns or
significant labor savings, then the learner (farmer) is interested...and more
likely to take responsibility for their own learning.
I am wondering if d.e. will be attractive to farmers who do not attend local
extension programs because the distance to travel is too great. Currently, they
invest significant time, up to a full day, to attend a class or event lasting 2
or 3 hours. This involves a lot of logistical problems, especially for
livestock and dairy farmers. By allowing them the opportunity to learn at their
own convenience, it may remove some barriers to participation.
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Ixxxxx,
Jxx
Subject: Re: Learner Responsibility
--------------------------------------------------------------------------------
This is very true. I've seen
it and experienced it. In my case, its a sort of stage
fright, I think. In some cases, the instructor (ag agent) feels it is necessary to assume the role of
"know-all". Some are pretty good at it, others not so good. In any
case, this is a worn-out paradigm and my goal is to discard it.
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Cxxxxxxx,
Jxxxxxxx
Subject: Re: Encouraging learner
responsibility
--------------------------------------------------------------------------------
Thanks so much Mark! I think
this is exactly the kind of direction we need to go in to strengthen the online
course we are producing right now. The chart was especially helpful in showing
the differences between modeling, coaching, and scaffolding, as I see they do
have their similarities.
Jxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Cxxxxxxx,
Jxxxxxxx
Subject: Re: Development of
responsibility for learning
--------------------------------------------------------------------------------
Vxxxxxxx,
I am actually having a
similar experience in a class of 250 (separated into four groups of 20 - each
with its own TA). I think I mentioned in a previous posting that one student
actually wrote in a survey:
"I don't want to learn.
I just want to find it in a book and write it down."
You are not alone!!!
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Learner responsibility
impacted by perceived benefit?
--------------------------------------------------------------------------------
Jxx -
I really understand where
you're coming from. In fact, as I read what you've written the first thing that
occurred to me was that there had to be a much better technology/media to use
with farmer learners than the Internet. It would seem that the Internet demands
certain behaviors that may not be consistent with the sort of learner that the
farmer is (or the times that the farmer may have available for learning).
Some of the questions that
seem to be bouncing around in my head are:
* What are the best learning
times for a farmer during growing season? during harvest?
during other times?
* Where is the most
convenient place for a farmer to learn?
* What sorts of technology is
most accessible to a farmer for learning? (telephone?
cellular telephone? television? VCR? computer program? Internet? etc. etc.
* Is there a group of
learners that a farmer identifies with? would like to
learn with?
* At what cognitive level is
the content that the farmer would liek to learn? knowledge level? comprehension
level? application level? analysis
level? etc. etc.
* What questions would you
ask a farmer to find out if he/she really wanted to learn something? How would
you measure the farmer's commitment to wanting to learn?
These are just a few
questions - I'm sure you can think of others.
Before I would jump into
designing a d.e. program for farmers I would want to
get some answers to these questions and others.
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Dxxxxx,
Cxxxxxx
Subject: Re: Development of
responsibility for learning
--------------------------------------------------------------------------------
Vxxxxxxx and Joe
I think many of us share the
very same concern, no matter the age of the students i.e. to what degree
students really wish to learn and develop a learning responsibility or simply
obtain their diploma. In my organization this is a very current topic of
discussion: whether or not it is appropriate and recommended to link graduation
from a d.e. course to actual career promotion or even
simple "suitability" for promotion. Unfortunately, far too often our
staff members come to us and ask to be enrolled in our management learning programme immediately before applying for a new position or
while awaiting their promotion, simply because one of the elements within those
considered for a promotion is the "number" of learning activities
undertaken. The problem goes obviously beyond learning and concerns more generally
the way the human resources system functions (or does not function) in an
organization. But I believe this shows that far too many people with different
backgrounds still don't value the "learning experience" as such but
only what this learning can bring them in terms of career opportunities and
advancement.
There is certainly no quick
solution to this problem, but one of the ways we want to go about it is by
starting to incorporate "learning contracts" or agreements into the
courses. At the beginning of the course, learners will be asked to identify
their own personal learning needs, to set their own learning objectives or
goals and decide their own learning strategy (e.g. what pace, what additional
resources etc). By so doing, we hope that they might develop a sense of
responsibility and ownership of their learning plan and will make their
learning objectives clear and explicit for themselves, their supervisors and
for the organization.
Cxxxxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Lxxxxx,
Txxxxx Txxxxxx
Subject:
--------------------------------------------------------------------------------
I'm new to DE, so I can only
share an anecdote at this time. As my bio points out, I grew up on a
reservation here in the States. Although I'm now living in
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Development of
responsibility for learning
--------------------------------------------------------------------------------
Hi Cxxxxxx
-
I really like your idea about
using learning contracts as a way to begin to move learners further into
learning (and away from just having their name on the enrollment form). I'm
sure it will take some fine tuning to get the learning contracts to work the
way you want them to. However, I think it will be worth the investment.
One other thing to keep in
mind - if all you can accomplish is getting people to enroll in classes - even
though they may not be doing for the best of reasons - it's certainly better
than not enrolling. In fact, on more than one occasion I have seen a person do
such a thing (just enroll without caring much about the actual learning
experience) and they end up getting involved in the learning experience. Ha -
gotcha!
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re:
--------------------------------------------------------------------------------
Hi Txxxxx
-
I wish your cousin's
experiences were unique. However, as we both know, they tend to happen in lots
of settings - D.E. or not. The exciting thing that I get from your posting is
that you've already identified a number of the things that can be done to begin
to make a change - allow learners to have more control, create viable ways for
learners to connect, create a situation where learners want to seek help. Good
going!
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Hxxxxxx,
Gxxx
Subject: Helping Students - Learner
Responsibility
--------------------------------------------------------------------------------
Most of my experience with
Distance Education comes from working with faculty and students at a community
college. Students at a community college may have different needs than students
at a 4-year institution. For example, we have many non-traditional students who
did not use computers or technology in high school and they may be a bit
“frightened” of technology. However, when they need to take a class and the
only sections left are online….many will give it a try!
I think that the students,
whether or not they are familiar with technology, need assistance before taking
an online or hybrid course in order to understand what they are getting into
when taking a distance education type of course. For many institutions this may
start with the advisors that work with the students and also clearly stated
descriptions in paper or online schedule books. Following are some other ideas
that may help students:
1. Up-to-date web sites with
accurate information on distance education offerings.
2. An online “quiz” a student
can take to see if they are someone who should take a distance education course
(similar to the quiz found in the registration of this training)
3. Face-to-face orientation
sessions – we offer these sessions at LCC to students who need help getting
started with an online class
4. Online orientation – We
offer an online version of our orientation. I think it is a contradiction to
offer online classes and not give an option for a
online orientation :-).
5. Technology requirements –
Many instructors get frustrated with students who try to take an online class
yet do not have a computer or word processing software.
These are just some ideas of
how to help a student be prepared for a distance education course. I think that
if we help to prepare the students they will be more apt to take responsibility
for their learning as there will be less frustration with the technology and
more of a focus on learning.
-------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Sxxxxx,
Mxxxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Oh boy, do I identify with
the concept of the avalanche of email responses. Add to this telephone calls
and voicemail messages, and you will have a picture of my major form of
interaction with my learners - it is my life as a distance educator. Each
learner deserves a personal response as quickly as possible and this can be
challenging. The irony is whenever I send an email response to a learner in no
time at all they respond back to me. Yesterday with one of my learners my
initial response to an email ended up in her sending me another four emails and
I responded to all of those as well - and this is for only one student! However
each communication was important. It was the equivalent of a quick chat before,
during or after a class. She was asking valid questions about her assessments.
She was enthusiastic and I wanted to keep this enthusiasm alive.
In my current situation I do
not have any online courses. All my courses are the traditional correspondence
model with self-contained printed materials being sent out to the learner.
Ironically it is harder in this situation to engage with your learners and to
keep them motivated. An instructional design team designs all the course
materials and I have had no input in their development (by the way I hate
this!). I have to work with these materials. As a result I try to communicate
with my learners in a number of ways to engage them in an interaction. Some of
the methods I use include: bulk emails, regular letters (still the only way I
can guarantee I will reach most of my learners), online web support pages,
discussion forums, telephone, printed newsletters sent out at regular
intervals. Add to this the huge number of learners I am working with - at last
count in the 12 courses I am responsible for I had 1,100 enrolments! I also
have to travel around the country to deliver face-to-face workshops for various
contracts we have. Workload is a huge issue and one that isn't realised.
I have met many contact
teachers in tertiary institutions in NZ who have been told to put their courses
online by their institutions. Many institutions (I am talking about management
here, although some academics although think this is all that is involved)
think this means simply transferring notes into another medium - in other words
online learning to them is creating an e-reading course. These same
institutions also do not recognise the time a teacher
spends responding to learners by email/telephone as contact teaching time.
Fortunately I do not have that problem.
Mxxxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Sxxxxx,
Mxxxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
As I have come to expect from
you Joe in this short period of time I am so impressed at your unconditional
focus on the needs of the learner rather than the impact it may be having on
you. I really admire this.
I have to admit that often I
look at all the emails as an avalanche because I want to connect with each
learner in a meaningful way and time is often against me. This frustrates me
because I think everyone of my learners is important and deserves the very best
I can offer. Also I hate it when I am away from the office and I cannot respond
to them until I return.
The problem I have with all
of this is - what about the needs of the teacher? Are we humans or smart
bots/machines? To be effective in our role our needs must be acknowledged and
met as well.
Mxxxxx
-------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Sxxxxx,
Mxxxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Hi Axxxxxxxxx
All my learners are working
either full-time or part-time - it is a requirement of the programme.
The one factor that is motivating for them is that they can directly apply what
they are learning in their own practice as adult educators and trainers. I
believe the reflection may not happen in the traditional way when you are a
full-time learner but I believe the reflection still happens. When a seed is
planted and nurtured it grows. This growth does not always happen at the same
time for every seed. When you are learning something new you want to understand
it within your own context. We will all be doing this as part of this course.
For example, I may discuss things I have learnt with my colleagues and reflect
on their responses, I may try different things and then consider what worked
and what didn’t. This is all part of a reflective process. Often people don’t
even realise they are doing this.
I agree with you completely
when you commented about the overriding importance of external factors on
motivation. For many of my learners life gets in the
way and these situations take precedence over their learning which is totally
understandable and appropriate. We may not have any idea what is going on in
the learner's life that may be impacting on their learning unless they wish to
share it with us. In my experience this is also the case in contact teaching
although in this situation you have other cues which act as indicators that
something is not quite right.
Yesterday I had an email from
a learner telling me she cannot do her work because she is suffering from
burnout and she doesn't know what to do. She works as a trainer in a violence
prevention programme. You can imagine the situations
she deals with on a daily basis. I really felt for her. Her motivation was
still there to complete her courses because she got in touch with me. The
reality is that physically and emotionally she can't handle it and she needs to
deal with this first.
Mxxxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Sxxxxx,
Mxxxxx
Subject: Re: The value of learning
partners at a distance
--------------------------------------------------------------------------------
This learning partner/group
concept is great one. The downside from my experience can be when the
motivation and commitment is different between the partners. Small groups
always somehow seem more intimate and therefore more encouraging and
supportive. After all isn't this a reason for using them in contact situations?
Mxxxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Sxxxxx,
Mxxxxx
Subject: Re: The value of learning
partners at a distance
--------------------------------------------------------------------------------
Hi Jxxxxxxx
We encourage our students to
form support groups and they are asked if they want to make their name
available to other students for this purpose on their enrolment forms. Not many
students take up this option. When they do they are fully self-managed by the
students.
This year we have
experimented with running regional support workshops where we invited all the
students enrolled in a particular area to attend an evening workshop as a study
support for them. After looking at our enrolments we decided to start with three
workshops in the main centres. We sent out a
questionnaire asking if the students were interested, what time was best for
them etc. We accommodated everything they suggested. We also thought this would
be a great way for students to start to form support networks in their own
areas. For those that attended these workshops were a positive experience and
the feedback we received was fantastic. However, the number that attended were very small. We were very disappointed more of our
students didn't take advantage of this opportunity. I think it says a lot about
the motivations of people who get involved in DE - many want to be left alone
to get on with it and they seek help when they need it!
Mxxxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Sxxxxx,
Mxxxxx
Subject: Re: Teaching undergards learner responsibilty
--------------------------------------------------------------------------------
Hi Jxxxxxxx
Your comment is no different
to one I received from an adult male (probably in his 30s) who was attending a
contact workshop on workplace assessment and being a workplace assessor. He
couldn't stand the interactivity and the group work. He came to me and said,
"Will you just tell what I need to know and what I need to do. I can't
stand all this stuff!” He absolutely did not want to participate in any of the
activities everyone else loved and learnt from. He was very pragmatic. He
wanted to learn but he required something different. This is okay.
We need to remember,
"One size does not fit everyone". This can be challenging for us no
matter what mode we are working in.
Mxxxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Hi Mxxxxx
-
I absolutely agree. At times
a group like ours can get a bit overwhelming.
A few things I try to do -
* I try to limit the group
size. A couple of years ago I watched an online experience with 180
participants! And, it consisted of 5 different themes over a period of 5 days.
Unbelievable!
* I try to log in fairly
frequently - if I wait too long there will too many postings.
* I make it a rule that I
don't open someone's posting unless I have the time to respond. There's no
putting off a response since it will quickly get lost.
* As you will see, at the
beginning of next week I'll put together a synopsis of ideas presented for
Theme One. This helps keep me grounded where I can see where we've been and
where we're going (and it also helps the participants draw the theme to a close
and move on to the next).
* I try to keep things at a
somewhat personal level with my responses - I try not to make it too much like
a lecture. I find this helps maintain my own interest in what's happening
(which is essential).
* And finally, I really enjoy
this. It would be terrible if I didn't and had to begrudgingly create all of
these responses to postings!
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Mxxxxx -
I'm tired after just reading
what you're doing. That's phenomenal!
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: The value of learning
partners at a distance
--------------------------------------------------------------------------------
Mxxxxx -
Good point. However, I do
think the addition of a learning partner(s) increases the level of
participation/interaction and can help fill voids that might occur in the
instruction (without the instructor having to be involved).
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Sxxxxx,
Mxxxxx
Subject: Re: Learner Responsibility
--------------------------------------------------------------------------------
I would like to add one
further point to this discussion.
I believe that all learners
are motivated at the time they enrol in a programme. However, this may change for a variety of
reasons over time and may not be true for the entire period of their enrolment.
This is why I believe our
administrative systems need to be very efficient so that this momentum is not
lost. We need to engage these learners in some way as soon as possible after they
enrol and continue by interacting with them
throughout the period of their programme of study.
I felt you did really well
Joe with this course.
Mxxxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Helping Students - Learner
Responsibility
--------------------------------------------------------------------------------
Hi Gxxx
-
Excellent
examples of ways to support students as they move into d.e.
I might also suggest to
others the inventory/instrument created by Simone Jonaitis
- I think it does a great job of helping the prospective d.e.
learner consider what he/she is about to get into.
2-3. A
Guide for the Distance Education Learner by Simone Jonaitis
2-4. Distance Education
Inventory - or - So You Are Considering Taking a Distance Education Course! by Simone Jonaitis
Both can be found in our
textbook (use the same password as you use for entering Blackboard).
http://learnerassociates.net/learners/
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date: Thu
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: Learner Responsibility
--------------------------------------------------------------------------------
Mxxxxx -
Yes - the learner has to know
that there is a human being at the other end of the d.e.
pipeline.
Another thought - we need to
understand that it's important to assist learners in moving through their
program in a timely way so that their own life doesn't make changes before
they're finished. I have seen a number of students not finish programs because
their life had changed and they no longer had a strong need for the
degree/certificate. At one level that is fine - it's okay for life to move
forward. However, on another level I have seen learners feel very embarrassed
about not finishing their program!
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Mxxxxxxxx,
Axxxxxxxxx
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Another challenge I'd add to
the one of the instructor being overwhelmed be emails: the lack of resources to
support a learning programme in the workplace. So how
do you support overwhelmed learners?
One thing we are beginning to
do at UNHCR is to set up communities of practice/of learners (I use the terms
somewhat losely here) to encourage other learners (and
possibly graduates of the programme) to support their
peers, by providing expert advice or simply share their lessons learned. This
is a bit challenging, particularly when the topic (like the application of
intl. law) is sensitive and needs to be monitored to ensure that nothing
incorrect is said. Nevertheless, I think this collaborative,
"constructivist" approach aims at leveraging adult students'
knowledge and perspectives. The other question is how much structure you put
around these activities, how much you explicit the approach, how much work you
can do behind the scenes. So for the instructors the amount of work may remain
unchanged...
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Mxxxxxxx,
Axxxxxxxxx
Subject: Re: The value of learning
partners at a distance
--------------------------------------------------------------------------------
A motivational factor for a
learning group *may* be the fact that they will continue to support each other
as a community of practice after the programme is
over, after they have established a learning/working relationship. This cannot
always be the case, but at UNHCR we are trying to introduce that notion. For so
many staff spread out all over the world, the idea of being connected through a
network that can have a supporting function is a welcomed notion and a relief.
So hopefully the groups that work together and collaborate during the programme can keep on collaborating afterwards. I'm sure
we'll have mixed results...
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Mxxxxxxxx,
Axxxxxxxxx
Subject: Re: Teaching undergards learner responsibilty
--------------------------------------------------------------------------------
This has happened to me with
adult learners a few times as well. What they want are "tools",
"tips", very pragmatic stuff, as was said before. I think the
challenge is to talk about the fact that for a teacher to "give"
tools and knowledge does not equate with the actual knowledge acquisition.
Having the "physical" tool won't necessarily help the learner use it.
Of course, this may depend on how much expertise the learner already has with
the subject. A pre-assessment to see whether students are taking the right
course, setting expectations very clearly up-front *may* help.
Sometimes it's difficult to
change old habits: if learners are used to "receive" the knowledge,
that is if they think of learning as something "given" to them, it
may be difficult to change their mind, unless they have a successful experience,
an a ha! moment where they can "feel" the
benefits of constructing the knowledge themselves...
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Sxxxxx,
Mxxxxx
Subject: Re: Learner Responsibility
--------------------------------------------------------------------------------
Joe
One of the underlying
principles of adult education is that an adult makes decisions that are
appropriate for them with regard to their study. When I talk about life getting
in the way I am talking about things that the person has no control over such
as death of a loved one, illness, being made redundant from their job etc. I'm
not talking about changes which the person may decide to take at some point. I
think there is a huge difference.
If a student decides they
cannot continue with their programme of study I would
spend time talking with, trying to work out whether there is anything I could
do to help support them to continue. The bottomline
though is that this is their programme of study and
if they do not want to continue it is their decision and I have to respect it.
For me this has major consequences as this would be classified as an incomplete
for my course and it would impact on my completion statistics and ultimately
the funding for the programme. However I am still
going to put the learner's needs first and go with whatever it is that they
decide.
Mxxxxx
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Ongoing group support
--------------------------------------------------------------------------------
Axxxxxxxxx -
Thank you for bringing out
this idea - group members supporting each other after the program(me)
is over. Your comment serves as a reminder to us that sometimes we get caught
up with d.e. and assume that everything must happen
at a distance and while the program is operating. How far from the truth the
reality is (or should be). Certainly learning goes on at different times - all
of which are primarily dependent upon the learner (and not the teacher).
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph < levine@msu.edu>
Subject: Re: Theme One: Learner
Responsibility
--------------------------------------------------------------------------------
Axxxxxxxxx -
It would seem that your
approach to d.e. encompasses a "lifelong
learning" view. And, your d.e. programs contribute
to strengthening such a view within the learners.
Joe
--------------------------------------------------------------------------------
Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: The "Aha" moment
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Axxxxxxxxx -
Can you share some thoughts
about how a teacher can be more focused on laying a foundation for learner
"Ahas" in d.e? I
think it's a valuable concept.
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: The impact of life events on a
learner's d.e. involvement
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Mxxxxx -
You've made very good points.
Yes, it certainly is not our role to "convince" a learner to continue
under such times of life.
A role I find that I often
play in such situations is to help the learner (a) truly understand the problem
they are facing (sometimes it's hard to see the forest for the trees), and (b)
help identify the possible alternatives for action that they have (sometimes
life is pushing them so hard that they miss options that they should consider).
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Cxxxxxxx,
Jxxxxxxx
Subject: Re: Teaching undergards learner responsibilty
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I love the idea of the
"AHA" moment! From what I have seen in distance education so far, it
is more likely students have that moment at the end of a de experience. For
example, I was a teaching assistant for a Strategic Corporate Communication Coure (Master's level). At the end of the course, groups of
5 had to complete a major project. One group wrote a strategic communication
plan for an animal rescue organization. The organization actually implemented
pieces of that plan! For those students, that was the AHA moment. They not only
had a great portfolio piece, but they could actually see the value of the
skills they had learned! Unfortunatley, they didn't
have those skills to complete this project until the end of the course, meaning
this moment of clarity and enthusiasm was a little delayed .
I wish we could figure out a way to get that type of "AHA-ness"
earlier.
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Sxxxxx,
Mxxxxx
Subject: Re: Theme One: Learner
Responsibility
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Hi Axxxxxxxxx
There are a number of aspects
to your question of "How do I support overwhelmed learners?"
Firstly, I need to isolate
why they are overwhelmed. For example, is it the job itself that is the
problem, or is it a problem with the course, or could it be a learning problem
they may have? I can only work with the learner to support them in their
learning. If there is a lack of resources in their workplace together we may be
able to come up with possible solutions to get around this. My relationship
however is not with the workplace but with the learner in general. Where I do
have a relationship with the workplace, for example if I am contracted to come
in and work with staff by the workplace, I then have the ability to outline
exactly what the staff will need and what the expectations are that the
workplace will provide. It is a condition of the contract they sign. Generally
this is not a problem because the workplaces want their staff to achieve and so
make it possible for them to do so.
Second, if the learner has
specific learning needs I can then call on the help of our Learning Support
Team to work one-on-one with the student on their specific need such as
literacy or numeracy. This is specific specialist
help. In our institution this Learning Support Team is growing in size – it now
includes two staff each devoted to the specific needs of particular cultural
groups of students, Maori and
Third, if the problem is to
with the learning materials etc then I would spend time working through this
with the student. Sometimes the student simply needs to hear you explain
something they don’t understand. They need the human connection.
An overwhelmed student in my
experience may also be someone who doesn’t have the necessary skills to manage
their own learning and they need someone to give them some sort of guidance or
directive. They enrolled with great intentions, they
may not have undertaken further study since they left school many years ago and
it all seems too much. What I do in this situation is spend time talking with
the student finding out what they need and what they want and then help them to
work out a plan of action. I also encourage them to keep in regular contact
with me. Just because we are working with adults we cannot assume they have the
necessary skills to be successful in a distance education programme
no matter how motivated they may be.
I think your communities of
practice/of learners idea is a great one. I strongly encourage my learners to
connect with other practitioners who have either completed the course and or
who may also be doing it currently. I believe this connection between people in
the same workplace who talk the same talk is very important. I leave this
process completely up to them. However, if they want guidance I make it clear
they can contact me. A classic example is when I have a group of learners all
enrolled in the same programme. They work together
through their materials at work and when they have questions one of them takes
the responsibility of contacting me to and then this person feeds the
information back to the others. This seems to work well. I understand your
challenge when sensitive information is involved. You do not however always
have to talk about the specifics – sometimes you can still support one another
by focusing on general principles. This would be true when I encourage students
from different workplaces to connect with one another.
I hope this is of use to you
Alessandra.
Mxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Sxxxxx,
Mxxxxx
Subject: Re: The "Aha" moment
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Axxxxxxxxx, Jxxxxxxx and Joe
Surely we have no control
over the "AHa" moment because this is a
very personal moment for each learner. No matter what we set up by way of
laying the foundation it will still happen at different times for each person.
As a distance educator I don't believe we often get to share these moments
unless the learner decides to share it with us. In a contact situation you see
it - I refer to it as the lightbulb comes on. It is
why I am in teaching and it keeps me going - to be able to make a difference to
someone else and see them empowered by their own learning. Unfortunately I do
not believe we often get to share these moments because for many it happens
well after the course has finished.
Mxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Sxxxxx,
Mxxxxx
Subject: Re: The impact of life events
on a learner's d.e. involvement
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Joe
You have made valid points
which go without saying. Basically it is all about taking the time to connect
with the learner and communicate in our mentor mode. Or is it coach in this
instance?
Mxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Rxxxxx,
Exxxxxxxx
Subject: Re: Teaching undergards learner responsibilty
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Mxxxxx,
Your point is well taken. I
too have had students who just coudn't invest themselves in the dynamics of interacting with others
on-line. Since we strive for a sense of community, for these students, the
sense of mentor:student
seems to be their community of choice.
Exxxxxxxx
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Re: The "Aha" moment
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Mxxxxx -
Sad but true! Maybe the
answer is to surround ourselves with hundreds and hundreds of learners so that
our chances of witnessing an "Aha" is
increased. Of course, that's probably called a cult.
Seriously - I think there can
be appropriate opportunities in a good d.e. situation
to operate using some of the key ideas of Carl Rogers - unconditional positive
regard for the learner, empathy and genuineness. With these as a foundation to
the learner-teacher relationship the degree of trust between teacher and
learner is certain to increase and the chance of an
"Aha" not only occurring, but being witnessed by the instructor is
increased.
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph < levine@msu.edu>
Subject: Re: The impact of life events
on a learner's d.e. involvement
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Mxxxxx -
Now you're raised another
question. What is the difference between a mentor and a coach, and a
facilitator, and a teacher, and an advisor, and ... I'm not sure there are any
good definitions that would work for all of us. However, I tend to reserve
"mentor" for a special type of relationship that is built on a strong
base of trust. It usually takes a while to develop and can't be imposed on the
participants. Others have ideas on this one?
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Bxxxx,
Cxxxxxxxx
Subject: Equity of Control/Distribution
of Power
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I think I am going to look
for ideas that improve getting learners to "buy in" to DE through:
Equity of Control. I liked the increasing ability to exercise control over
sequence and pace at time and place of convenience. That will
definately be fun for the already self motivated and
directed learner. In my county the aging population is increasing wildly...More
household without children, people considering living (sometimes well) for alot more years. Sometimes we focus on teens and nothing to
do but for the aging population keeping busy in mind and body require a longer
range plan. DE can access that wealth of experience and talent helping the
individual learners and society as well. Also I found balance in the term:
Distribution of the Power. This was referred to in Who
controls the Learning Environment. I have always had DE classes where the
instructors had a team, They included and sent us to
team players in the other aspects of the learning environment...like techy's and tutors online or in person. Always having
multiple levels of people and ways to contact people who can help with the part
a learner is having trouble with. I have not had the experience or
responsibility of the learner who would rather drop out than learn it. As I
think about designing a DE course I see that I will learn alot
from reading others vast experience in this critical area!!!
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Bxxxx,
Cxxxxxxxx
Subject: Aquarian Conspiracy AHA
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Networking and finding those
people was called Aquarian Conspiracy in the 60-70's. Now the Age has dawned...
I like it in classes like these.ckb
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Bxxxx,
Cxxxxxxxx
Subject:
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I liked your category of a
more developed
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Bxxxx,
Cxxxxxxxx
Subject: perceived $$$ benefit?
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I think this situation very
much parallels the people taking courses to show on the resume or form for
advancement. Money consideration are no small matter to most people in the
world and making a living wage or surriving in
farming are tough "rows to hoe". I grow concerned as Extension
discusses more ways to stay funded by charging for programs. I hope that
citizens will continue to find the information they need from people they know
and trust. I do hope that initiatives to use technology for information
dissemination help with the cost aspect of keeping the knowledge available. I
sure hope DE can help me get food preservation info to my clients who can't
afford to travel either. ckb
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Levine, S Joseph <
levine@msu.edu>
Subject: Information delivery in d.e.??
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Cxxxxxxxx (& others ) -
I think we have to be careful
not to fall into the trap where we assume that the main purpose of d.e. is to disseminate information. Certainly that can be
one of the uses of d.e. - but clearly a very low
level use. More important are the higher level uses of d.e.
where we help learners apply the information and encourage their ability to
analyze, synthesize and evaluate their use of the information. Adults tend to
avoid situations where they are required to just remember information. Instead
they look for situations where they are able to solve problems they are facing.
The real challenge for d.e. is to move to these
higher levels. And, the problem becomes one of individualizing - since each
adult is facing different problems that need solving.
Information delivery focused d.e. is very simple to do (since your curriculum is built
around information). Higher level d.e. is difficult
to do (since your curriculum must be organized around the problems that each
individual learner is facing).
Joe
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Current Forum: Theme 1 - Sub-Forum
Discussion - Learner Responsibility
Date:
Author: Hxxxxxxxxxx,
Mxxx
Subject: Re: Encouraging learner
responsibility
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Joe, Your suggestion is very
helpful. I've already shared it with the faculty I am working with. Thanks!
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