ࡱ> _b^_ /bjbj 1X>\>\V'-  8< lR+   *******$,-/**  +R **&|Q( | LFU'*"+0R+g'0#0$Q(Q(0)**R+0 > ^: Table of Definitive Questions for Distance Learning ModelsOnline CoursesBlended/Hybrid CoursesWeb-facilitated CoursesHow much content is delivered online?Online courses consist of most content being delivered online. 80% of the content is offered online (Simonson, M., Smaldino, S., & Zvacek, S. (2015)Combines online and face-to-face delivery; 30% to 79% of the courses content is delivered online (Simonson, M., Smaldino, S., & Zvacek, S. (2015)Web-based technology, but less than 30% of the content is delivered online Simonson, M., Smaldino, S., & Zvacek, S. (2015)How much separation is there between the learner and the facilitator?Separation of teacher and student geographically and in time. Asynchronous distance education can be accessed anytime from anywhere there is also some form of intellectual separation of the student and teacher (Simonson, M., Smaldino, S., & Zvacek, S. (2015)Blended/Hybrid Courses combine some sort of face-to-face delivery which will consist of some type of same time delivery method. Which allows for the student and instructor to have more interaction face-to-face combined with the normal online format or a more synchronously and asynchronously learning method (Simonson, M., Smaldino, S., & Zvacek, S. (2015) There may be face-to-face delivery, but generally there is use of new media technologies like Web 2.0, Learning Management Systems, Web Pages, Videos and audio in the instructors delivery (Regents of the University of California (2015).In what ways is technology used with each model? 80% of interaction and assignments are done through the internet (Allen and Seaman (2006).A substantial amount of interaction is done through internet 30 to 79 percent (Allen and Seaman (2006).1 to 29 percent of the delivery is through the internet (Allen and Seaman (2006).Identify 2-3 pros for each model. Convenience-relational to study location, time and course duration. No commuting, no geographic location constraints, no learning pace constraints can learn at your own convenience. Less Expensive- Generally these courses cost less than your regular academic or trade school courses. No travel and housing costs to classroom, attendees can continue working their jobs while attending courses. Technology- You can work on the course just about anywhere you have computer and internet access. Opportunity to learn new technology and software (Kumar, 2015)Collaboration between students and instructor increased via online platforms- collaboration of online discussion, blogs, instant messages etc. Students are able to connect with each other in or out of the classroom. (Bright, 2015) Increased accessibility- improved access student attitudes towards learning. Students able to access materials anytime and anywhere (Bright, 2015) Successful Evaluations- Better student evaluations via use of online testing and assessments with reporting features. Better self-evaluations due to quick feedback (Bright, 2015) Easily updated perpetual resource- due to the changes in practice and constant feedback from students the instructor will often update or even alter their courses (Cook, 2007) Individualized learning- learners are given greater control of their learning environments in that they are able to choose numerous ways to learn and at their own pace (Cook, 2007) Adaptive instruction- individualized learning experiences by using information about the learner alter and therefore optimize the learning experience (Cook, 2007)Identify 2-3 cons for each model.Limited Social Interaction, Technology cost and technology and effectiveness of assessments (Kumar, 2015)1. Some students may struggle- students that are less mature and self-directed may struggle and perform poorly in this sort of learning (Young, 2013) 2. Student Support- Those requiring additional assistance and support due to disabilities will likely struggle and need technical supports (Young, 2015) 3. Technological Issues can pose a problem for both the instructor and the student (Young, 2015) 1. Social Isolation- flexibility in time and location mean that the learner generally studies alone, which over time could be perceived as isolation (Cook, 2007) 2. De Individualized instruction- often WBI fails to respond to the individualized needs of the learner. 3. Poor instructional design- quality is generally dependent on the teaching settings. Most of the time in WBI there is learning without an instructor for clarification (Cook, 2007)What factors need to be considered when implementing each model? Content then design- determine the elements and content you intend to use in your course (University of Arkansas at Little Rock) Restructuring content for delivery- Engaging the learner in a higher level of learning, encouraging active participation (Siminson & Schlosser, (2009). Content should be easy to navigate and have high quality images (Siminson & Schlosser, (2009) Instructional method- How can the specific learning objective be delivered most effectively (Blended Learning Toolbox, n.d.?) Organization of the course content and supporting materials- most suitable sequencing and transition between online and face to face learning. Should existing content of your own or a publishers package course be used (Blended Learning Toolbox, n.d.?) Defining a Course Interaction and Assessment Strategy- Determining the types of activities, assignments, interactive exercises and assessment is critical for the students understanding and applicability of what they are learning (Blended Learning Toolbox, n.d.?) Communication- communication and feedback are crucial to building a quality blended learning experience. This includes appropriate student to faculty contact and collaboration and interaction with fellow students to include prompt feedback (Blended Learning Toolbox, n.d.?) Logistical Considerations- Awareness of the technologies, services and supports available to the instructor and students as well as referrals to campus wide supports (Blended Learning Toolbox, n.d.?) Physicality of the Web facilitated course- Appropriate parking for all learners despite disability to include access into buildings, doorways, bathrooms etc. Reserving appropriate space- cost, size, sound quality Learners access and knowledge of technologies necessary for course Determining which part will be web based and designing the curriculum or content accordingly. Time management- availability for participants as well as the ease of joining the course and convenience. ROI- Determine what form of feedback will be used (smile sheets, survey etc.) Which model would best fit in your current organization or learning experience, and why?In my organization an online model would be best. As this particular learning allows for the learner to have the convenience of completing their courses through a Learning Management System, from the comfort of their homes, offices or even while deployed. The other benefit of such learning is the ability to go back and review a video, an activity or designated module as needed. The student motivation is also incorporated in our learning modules as we strive to engage and utilize engaging and interactive means of teaching. We also provide immediate feedback in each of our learning modules making certain that the learner is receiving a teaching moment even when performing the task wrong. Each of our tasks are designed in such a way that the learner whether wrong with the answer or correct is receiving immediate feedback letting them know that there answer may not have been the best choice and this is why with the option to repeat the exercises which are similar but never the same. In each of our trainings we also focus on the importance of an emotional connection to the learning being crucial to the learners success, which is why we will design an entire story/virtual world for the learner to become a part of (Young, (2013). Resources Allen and Seaman (2006). Making the Grade: Online Education in the United States, 2006. Retrieved from  HYPERLINK "http://www.enotes.com/research-starters/web-based-instruction" http://www.enotes.com/research-starters/web-based-instruction Bright, Sarah (2014). Pros and Cons of Blended Learning. Retrieved from  HYPERLINK "http://www.digitalchalk.com/blog/pros-and-cons-of-blended-learning" http://www.digitalchalk.com/blog/pros-and-cons-of-blended-learning Cook, David, (2007). Web-based learning: pros, cons and controversies. Retrieved from  HYPERLINK "http://www.tau.ac.il/medicine/cme/pituach/240210/4.pdf" http://www.tau.ac.il/medicine/cme/pituach/240210/4.pdf Kumar, Dhirendra, (2010). Pros and Cons of Online Education. Retrieved from  HYPERLINK "https://www.ies.ncsu.edu/resources/white-papers/pros-and-cons-of-online-education/" https://www.ies.ncsu.edu/resources/white-papers/pros-and-cons-of-online-education/ Online Instruction Resource Website (2015). Retrieved from  HYPERLINK "http://online.teaching.ucla.edu/Terminology" http://online.teaching.ucla.edu/Terminology Siminson, M. & Schlosser, C (2009). Quarterly Review of Distance Education: Research that Guides Practice, Volume 10 pp 280-283. Retrieved from  HYPERLINK "https://books.google.com/books?id" https://books.google.com/books?id Simonson, M., Smaldino, S & Zvacek, S (2015). Teaching and Learning at A Distance: Foundations of Distance Education Sixth Edition. University of Florida (n.d.?). Blended Learning Toolkit. Retrieved from  HYPERLINK "https://blended.online.ucf.edu/process/building-your-course/" https://blended.online.ucf.edu/process/building-your-course/ Young, Michael, (2013). Leading change in public higher education a provost report series on trends and issues facing higher education Exploring the Pros and Cons of Online, Hybrid, and Face-to-face Class Formats. Retrieved from  HYPERLINK "http://www.washington.edu/provost/files/2012/11/edtrends_Pros-Cons-ClassFormats.pdf" http://www.washington.edu/provost/files/2012/11/edtrends_Pros-Cons-ClassFormats.pdf     Models of Distance Learning  ;<={|  6 7 {  D E F _ k_F_0hyB*CJOJQJ^JfHphq hyCJOJPJQJ0hRp(B*CJOJQJ^JfHphq hRp(CJOJPJQJhCKuCJOJPJQJhCJOJPJQJ0h B*CJOJQJ^JfHphq h CJOJPJQJhbCJOJPJQJh5CJOJPJQJhCJOJQJhh5CJOJQJ;<=L[c{^kd$$Ifl,K- t04 la $ !$Ifa${|7 7,,,  !$Ifkd$$Iflm\e ",      t(04 lap( E F \N  !$Ifgd\>kd$$Iflm\e ",     t04 la  !$If YZ[qst-/01U  }}n}bVbVh\8CJOJPJQJhQCJOJPJQJhGXDhGXDCJOJPJQJ0hGXDB*CJOJQJ^JfHphq 6hGXDhGXDB*CJOJQJ^JfHphq hGXDhtCJOJPJQJhGXDCJOJPJQJh5CJOJQJhhCJOJPJQJhtCJOJPJQJh6CJOJPJQJ )  !$Ifkdg$$Ifl\e ",      t(04 lap(  !$Ifgdtt01UNkd~$$IflA\e ",     t04 la  !$IfgdGXD  !$IfU Zi` & F !$IfgdhVhTlB*\^Jeh@fHphfffq r@AjhTlB*U\^Jeh@fHphfffq r@8hTlB*\^Jeh@fHphfffq r@$....P/Q/V/W/Y/Z/\/]/_/`/b/~////h5CJOJQJh5CJOJQJhjhUh/hTl0JjhTlUhTl hhTl//////gdTlGkd/$$Ifs534  t 4 sap /1h0= /!"#$% $$If!vh#vK-:V l t05K-/  / 4$$If!vh#v #v #v #v :V lm  t(05 5 5 5 / 4p($$If!vh#v #v #v #v :V lm t05 5 5 5 / 4$$If!vh#v #v #v #v :V l  t(05 5 5 5 / 4p($$If!vh#v #v #v #v :V lA t05 5 5 5 / 4$$If!vh#v #v #v #v :V lm  t(05 5 5 5 / 4p($$If!vh#v #v #v #v :V lm t05 5 5 5 / 4$$If!vh#v #v #v #v :V l  t(05 5 5 5 / 4p($$If!vh#v #v #v #v :V l  t(05 5 5 5 / 4p($$If!vh#v4:V s5  t ,54/ 44 sp s666666666vvvvvvvvv666666>6666666666666666666666666666666666666666666666666hH66666666666666666666666666666666666666666666666666666666666666666p62&6FVfv2(&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv&6FVfv8XV~ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ 0@ OJPJQJ_HmH nH sH tH L`L Normal$CJOJPJQJ^J_HmH sH tH DA`D Default Paragraph FontVi@V 0 Table Normal :V 44 la (k ( 0No List 4@4 Header !BB Header CharOJPJQJ^JaJ4 4 Footer !6U`!6 Tl0 Hyperlink >*B*phcPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭VvnB`2ǃ,!"E3p#9GQd; H xuv 0F[,F᚜K sO'3w #vfSVbsؠyX p5veuw 1z@ l,i!b I jZ2|9L$Z15xl.(zm${d:\@'23œln$^-@^i?D&|#td!6lġB"&63yy@t!HjpU*yeXry3~{s:FXI O5Y[Y!}S˪.7bd|n]671. tn/w/+[t6}PsںsL. 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PL^P`LhH.?SHPGSul["r-                                                      npq~YV47 ZlFn> 4 =WK-EXf @X&E*Xf G.F`9`H4q~YCo=64< f(9F`9f(94f(9fBV4CXNJo=6=WKyHjO`H4q~YCXNJA-anp-Lvd4< XfF7 ZlXf-j Uq=WKy@X&+*b TlbndH!Rp(GXDxIRTPn_i5i2ln,oCKuxu"\8_QS*(ewyQ]-t`%6h9x.HV'X'@U'U'U'U''@UnknownG.Cx Times New Roman5Symbol3. *Cx Arial7.@Calibri;. *Cx Helvetica7@Cambria5. .[`)TahomaA$BCambria Math"qh ;;Ǎ=; x!Gx!Gqr0B'B'KQHX  $Pb2!xx 3Table of Definitive Questions for Learning TheoriesJacqueline ChauserRobine Lunkwitz$      Oh+'0 (4 T ` lx4Table of Definitive Questions for Learning TheoriesJacqueline ChauserNormalRobine Lunkwitz11Microsoft Office Word@K@@-x!՜.+,D՜.+,x4 hp  Laureate Online EducationGB' 4Table of Definitive Questions for Learning Theories Title 8@ _PID_HLINKSA0Z$Thttp://www.washington.edu/provost/files/2012/11/edtrends_Pros-Cons-ClassFormats.pdfK=https://blended.online.ucf.edu/process/building-your-course/O"https://books.google.com/books?id+q ,http://online.teaching.ucla.edu/Terminologymv Shttps://www.ies.ncsu.edu/resources/white-papers/pros-and-cons-of-online-education/g$7http://www.tau.ac.il/medicine/cme/pituach/240210/4.pdf<-Chttp://www.digitalchalk.com/blog/pros-and-cons-of-blended-learning >http://www.enotes.com/research-starters/web-based-instruction  !"#$%&'()*+,./012346789:;<=>?@ABCDEFGHIJKLMOPQRSTUWXYZ[\]`aodefghijklmnRoot Entry FZc@Data -1Table50WordDocument1XSummaryInformation(NDocumentSummaryInformation8VMacros L LVBA L LdirThisDocument T_VBA_PROJECT# PROJECT S  !"$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRTUVWXY\0* pHdProjectQ(@= l X J< rstdole>stdoleP h%^*\G{00020430-C 0046}#2.0#0#C:\Windows\SysWOW64\e2.tlb#OLE Automation`ENormalENCrmaQF  * \C 4X!OfficgOficg!G{2DF8D04C-5BFA-101@B-BDE5gAjAe42ggram Files (x86)\@Common \Microsoft Shared\OFFICE15\MSO.DL L#P 15.0 Ob Li`brary'zMSF@Cs>MSFDHs3@eD452EE1-E08F1A-8-02608C4 D0BB4eFMl20L'B @r&/;"1ă} Ã00}#0ƒ# 50 AEC9DAAAC-3FD1-47B9-B4F0-6D24B05F5D186Users\Robine\AppData\Local\Temp\Word8.0c8.exdd=".E .`M BThisDocument(GTisDlcuen 2` H1zZ",3T""+V]3FEy6G3o{#3 !I8 x=^[$D&~xMEPS"SS"<<< <<(1Normal.ThisDocument0(%` % %0*- */ *1 *3 P*5 Hh8@xAttribute VB_Name = "ThisDocument" Bas1Normal.VGlobal!SpaclFalse CreatablPre declaIdTru BExposeTemplateDeriv$Custom izC1a  ,*\G{000204EF-0000-0000-C000-000000000046}#4.2#9#C:\Program Files (x86)\Common Files\Microsoft Shared\VBA\VBA7.1\VBE7.DLL#Visual Basic For Applications *\G{00020905-0000-0000-C000-000000000046}#8.6#0#C:\Program Files\Microsoft Office 15\Root\Office15\MSWORD.OLB#Microsoft Word 15.0 Object Library*\G{00020430-0000-0000-C000-000000000046}#2.0#0#C:\Windows\SysWOW64\stdole2.tlb#OLE Automation*\CNormal*\CNormal4X4*\G{2DF8D04C-5BFA-101B-BDE5-00AA0044DE52}#2.7#0#C:\Program Files (x86)\Common Files\Microsoft Shared\OFFICE15\MSO.DLL#Microsoft Office 15.0 Object Library*\G{0D452EE1-E08F-101A-852E-02608C4D0BB4}#2.0#0#C:\Windows\SysWOW64\FM20.DLL#Microsoft Forms 2.0 Object Library*\G{EC9DAAAC-3FD1-47B9-B4F0-6D24B05F5D18}#2.0#0#C:\Users\Robine\AppData\Local\Temp\Word8.0\MSForms.exd#Microsoft Forms 2.0 Object Library.E .`M  XThisDocument0O5800ff33ThisDocument3 Ǥ|O2|`'WordkVBAWin16~Win32Win64xMacVBA6#VBA7#Project1 stdole`Project- ThisDocument< _EvaluateNormalOfficeuDocumentjMSFormsCDefaultOcxName5'DefaultOcxName4&DefaultOcxName3%DefaultOcxName2$DefaultOcxName1#DefaultOcxName`"$ (ID="{1B759A93-3BE1-4DFF-9B9C-355B5F84431B}" Document=ThisDocument/&H00000000 Name="Project" HelpContextID="0" VersionCompatible32="393222000" CMG="9A986D47314B314B314B314B" DPB="6260959F5CA05CA05C" GC="2A28DDD7A4D8A4D85B" [Host Extender Info] &H00000001={3832D640-CF90-11CF-8E43-00A0C911005A};VBE;&H00000000 &H00000002={000209F2-0000-0000-C000-000000000046};Word8.0;&H00000000 ThisDocumentThisDocument  F Microsoft Word 97-2003 Document MSWordDocWord.Document.89qPROJECTwmZ)CompObj[r