Hi there! It’s week 2! This week, my thread zeroes in on the transformation of the distance education sectors from 2011 onwards. It also addresses learner support, faculty support, and changing teaching practices in higher education. Let’s dive in!
Benjamin Disraeli once said that “change is inevitable. Change is constant” (Disraeli, 1867). There is no doubt that the distance education sectors have been metamorphosing since its inception. Disraeli’s statement is therefore suitable, relevant, and applicable in the distance education universe. Since 2011, each sector experienced astronomical growth, digital transformations, and growing concerns. More specifically, online programs and online enrollments have burgeoned tremendously across sectors. This is especially evident following the covid-19 pandemic. According to Kang (2021), the onset of the global pandemic spurred the growth of DE across fields and made it become rampant as millions of students switched to the virtual mode of learning.
However, it is noteworthy that DE sectors like k-12 education experienced a steady increase in online enrollments and online programs prior to the pandemic. Gemin et al. (2015) highlighted that “2.2 million part-time and full-time K-12 students were enrolled in nearly 4.5 million online courses” in 2013 and 2014 (as cited in Farmer & West, 2019, p. 98). The National Conference of State Legislatures (2016) also noted that in five US states, k-12 students are required to complete an online course before their graduation (as cited in Farmer & West, 2019). Online courses and enrollments have also been on the rise in higher education since 2011. According to Xu and Xu (2019), the increase in the supply and demand of online courses in higher education should be no surprise mainly because it offers several benefits to learners. They specifically mentioned that “more colleges are now offering online courses than ever before (more supply), and more students are now enrolling in those courses than ever before (more demand)” (Xu & Xu, 2019, p. 5).
The military and the corporate world have also undergone similar changes. Researchers noted that online programs have increased in fields like the military and adult education. According to Culkin (2017), “Online programs have emerged as a viable option for adult learners who seek to meet their own needs on their own terms, regardless of time zones” (p. 261). Meanwhile, instructional practices have been changing significantly in the corporate world. Kaizer et al. (2020) highlighted that instructional actions in the corporate arena went from correspondence, radio, and television educational broadcasting to web-based programs.
The introduction and increased use of new technologies have been affecting training in countless organizations worldwide. Precisely, Duarte et al. (2015) pointed out that “Some companies have used teaching support software to provide improvements in the format of training delivery” (as cited in Kaizer et al., 2020, p. 774). There are, however, growing concerns with the increased use of technology across the DE sectors. For instance, in the corporate sector, Kowalik and Rusin (2017) urges professionals to be cautious when integrating and adopting new technologies to offer training (as cited in Kaizer et al., 2020). Although these digital technologies can be useful and beneficial, it is also pertinent to keep in mind that the technologies can also accelerate or distract employees’ development.
These are essentially the various ways in which the DE sectors have metamorphosized since 2011. However, there is no doubt that it will continue to experience growth, digital transformations, and growing concerns in the years to come for change in distance education is inevitable! Let’s move now to literature that focuses on higher education.
Here’s the citation for the first article:
Gonzalez, P., Mueller, B., Merry, K., Jones, C., & Kelder, J.-A. (2021). Changing teaching practice: The evolving purpose of the teacher in higher education. Journal of University Teaching & Learning Practice, 18(6), 1–9. https://doiorg.ezproxy.umgc.edu/10.53761/1.18.6.01
Interestingly, this editorial explores change in higher education and what these transformations mean for teachers in the 21st century. Like Disraeli (1867) recognized and supposed that change is the only constant, so too did the authors of this editorial postulate. Particularly, they shared similar sentiments noting that “our purpose as teachers is one of constant change. And change will be different for everyone” (Gonzalez et al., 2020, p. 4). The authors also pointed out that the global higher education sector is currently changing at a rapid rate. They used the CHAT i.e., the Cultural Historical Activity Theory to investigate the evolving conceptions and purpose of teachers in the higher education setting. The CHAT model also helped them identify the tensions that arise amid the rapid transformation in higher education. In addition to this, the CHAT framework facilitated the analysis of various components that exist within a system at a particular time and as it evolves.
"The CHAT framework" by Gonzalez et al.
According to Gonzalez et al. (2020), “When CHAT is used as a research lens, we identify the Tools, Rules, Community and Division of labour depending on the specific Object in the activity system. We are also provided the ability to identify contradictions and tensions: in the above example we can clearly see the direct relationships and influences on a teacher’s purpose” (p. 4). It is imperative to highlight that the teacher’s purpose in higher education is evolving concurrently with digital transformations and other changes. The authors provided a classic exemplar to illustrate this notion. Prior to the information age, teachers were viewed as subject-matter experts, passing on information to students who would absorb and consume it. However, the increased availability of information shifts the teacher’s role and purpose which is to now act as a guide. As such, there is less need for experts and greater need for students to explore, find, and synthesize information. The authors specifically noted that “it could be argued that students today require teachers to support, guide, and develop their ability to use information appropriately rather than simply pass it on” (Gonzalez et al., 2020, p. 5). The authors went on to explain that not only how teachers teach is now in question, but also what, where, when, and why teachers teach has changed. Learner and faculty support therefore becomes crucial to help both learners and teachers navigate the rapid changes that occur in higher education. The second article explores effective ways to support faculty and learners.
Here’s the citation for this article:
Guan, S., & Stanford, D. (2016). Learner and Faculty Support. New Directions for Higher Education, 2016(173), 65–74. https://doi-org.ezproxy.umgc.edu/10.1002/he.20180
The authors commenced this article by highlighting the significance of faculty support. They specifically mentioned that “teacher support has a strong impact on learners, and vice versa. When students’ problems are not addressed promptly and adequately, they quickly become those of the teacher as well (Ko & Rossen, 2010). Likewise, when a teacher’s needs for pedagogical, technical, or logistical support are not addressed, students suffer the consequences. The success of online learning requires a well-developed support system for both learners and teachers” (Guan & Standford, 2016, p. 65-66). From there, the authors went on to highlight the effective forms of support for both students and teachers. As it pertains to students, logistical, instructional, and emotional support can help learners complete their programs successfully. Meanwhile, the authors suggest effective training, course development support, and compensation or recognition to be great support strategies for faculty. With these forms of support, “faculty can devote more time and energy to designing engaging learning activities and motivating learners” (Guan & Standford, 2016, p. 73).
That concludes my discussion! I anticipate your feedback!
Krista
MDE student
University of Maryland Global Campus
University of Maryland Global Campus | UMGC
References
Culkin, D. T. (2017). Military design insights for online education program evaluation: A revised theoretical construct. American Journal of Distance Education, 31(4), 258–274. Click here to access the article
Disraeli, B. (1867). Quotation details. The Quotations Page. http://www.quotationspage.com/quote/29768.html
Farmer, T., & West, R. (2019). Exploring the concerns of online K-12 Teachers. Journal of Online Learning Research, 5(1), 97–118. Click here to access the article
Gonzalez, P., Mueller, B., Merry, K., Jones, C., & Kelder, J.-A. (2021). Changing teaching practice: The evolving purpose of the teacher in higher education. Journal of University Teaching & Learning Practice, 18(6), 1–9. https://doiorg.ezproxy.umgc.edu/10.53761/1.18.6.01
Guan, S., & Stanford, D. (2016). Learner and Faculty Support. New Directions for Higher Education, 2016(173), 65–74. https://doi-org.ezproxy.umgc.edu/10.1002/he.20180
Kaizer, B. M., Sanches da Silva, C. E., Zerbini, T., & Paiva, A. P. (2020). E-Learning training in work corporations: A review on instructional planning. European Journal of Training and Development, 44(8–9), 761–781. Click here to access the article
Kang B. (2021). How the COVID-19 pandemic is reshaping the education service. Rapid Adoption of Digital Service Technology, 1, 15–36. https://doi.org/10.1007/978-981-33-4126-5_2
Xu, D., Xu, Y., & American Enterprise Institute (AEI). (2019). The promises and limits of online higher education: Understanding how distance education affects access, cost, and quality. In American Enterprise Institute. American Enterprise Institute. Click here to access the article