Welcome to my final project in the Masters of Distance Education Teaching and Training track, my choice to pursue a degree in distance education, aligns with the goals of the UMUC's Masters in Distance Education program (MDE): "to [be] educated in the field of distance education not only as teachers and trainers in specific content areas, but as managers and leaders." This new trend in teaching and learning has opened doors and opportunities to information that have never been explored since correspondence teaching. Reaching this plateau of my degree is very important, I am very fortunate to share with you what the world of distance teaching and learning has opened to me. I have experienced a phenomena innovation in learning that continues to grow even as I complete my studies. Enjoy my journey. As I complete this phase of my studies, my goal is to become involved with the specific teaching related aspects of modern distance education as it relates to new students entering for the first time. While the specialization focuses on teaching and training, I look forward to linking to the technology the related aspects that makes virtual learning and teaching possible.
Gloria Robbins' Reflections of the Masters in Distance Education
My journey in the Masters of Distance Education Teaching and Training program began summer of 2009 when I completed the Webtycho introductory course to become familiar with the online course management structure, a course that is mandatory for all new online learners. Although I completed the orientation twice before I decided on a major, I liked the convenience of learning from home, and the opportunity to complete an introductory course to prepare me for the learning infrastructure. This mode of learning presented avenues of convenience and flexibility allowing me to obtain my education, and not having to leave home or my children to attend college.
I decided on a major in distance learning after reading an article by Tom Joyner in the Chronicle of Higher Education, about distance learning. The article talked about how Black Colleges and Universities lagged behind its Historical White counterparts because they had not accepted this new trend or direction for higher education. My interest in distance learning was also because I knew this was the next trend for education, and I wanted to be a part of the growth at the institution where I worked. The closed walls of learning were expanding and this new age of information sharing and the Internet was one that I wanted to be a part of, especially with my oldest grandchild approaching high school and planning to attend college. Although apprehensive initially, I enrolled in the distance learning teaching and training program offered at UMUC, where my journey in the master’s program is nearing completion.
I enrolled in my first online distance learning course in the fall of 2010 knowing that I had many challenges before me. I found this mode of learning fast paced, and challenging. Although I always liked challenges, online learning seemed unstructured and overwhelming, and a bit challenging to someone attuned to walled learning. I was anxious and a little intimidated about entering the online learning environment, fearing the physical separation of the instructor and student. As a new student to online learning, I was not quite sure of learning in an environment where I would not have my instructor physically in my reach and available for questions and support every day. I learned from Moore & Kearsley (2005) that my anxieties were normal, especially for inexperienced distance learners, and for adult learners. I was quite surprised when I found that the instructors understood my anxieties and were as patient and caring as the instructors I was afraid to leave in my face-to-face learning environment.
This mode of learning required students to simultaneously complete several tasks and assignments in what seemed like, every other day, unlike the traditional mode of learning. This also began my first experience and contact with online terminology. I learned about the autonomous learner and synchronous and asynchronous learning environments where students created learning, selecting, analyzing, and reflecting on course content in discussion boards, and assignments. This began my interests in developing course designs that focused on student supports. Several classes gave me hands on experience in creating course design, and evaluating learning and course management systems. This was phenomenal. In OMDE 603 I learned about the technology in DE—beyond print, written, TV, broadcast, video, audio, etcetera. This is discussed later in more detail.
DETT 607 began my journey in course design and development, although not my first class in the program, it begins my reflections. This learning experience was exceptional! I developed an online course in the Webtycho learning environment. It was an orientation course for freshman, combining the theory and practice of learning, and the various philosophical approaches to instructional systems, mixed with techniques and perspectives from different theoretical experts. This was evidenced in curriculum design and structure. It also incorporated philosophical approaches to instructional systems, such as behaviorist, constructivist, and connectivist, the latter signifying the digital era. This experience has been very beneficial in my use of Blackboard where I facilitate a blended learning course. Students not only matriculate in face-to-face environments, they were also required to participate in discussion boards and in the use of presentation software that was part of the course management system.
OMDE 608 was the first course that focused on my interests in the MDE program—student supports. This course substantiated my belief that student supports are critical for student success. The literature from this course presented by LaPadula (2003) stated that including student support is to "ease student adjustment to college and contribute to the student's academic success (p. 119)." This says it all. I began to deal with many of the challenges I encountered without anxiety. I no longer found it frustrating when my posts went with no response from a fellow student or the professor. I understood, this was typical of the mode of autonomous learning—this was how students learned, reflecting, and analyzing comments. This is also when I learned about teaching and learning online and the significance of course design and development, and its importance to the learning process— engaging students. This course introduced course design concepts. I developed a course plan along with the management plan that was the scaffold for putting together the course materials in the learning management infrastructure. I am proud of my achievements—three classes from completing the master’s degree. I remain persistent.
OMDE 601 introduced a new phenomenon in educational delivery and appeared to be based on trends and current conditions across the continents. This new mode of teaching and learning continues to have common challenges (Holmberg, 2009), with the integration of technology evolved both benefits and barriers to the learner; however, I learned two very important things that are applicable to my interest in preparing freshman to the online learning environment. First, the media integrated must work and the facilitator must be able to fix or have any issues resolved as soon as they occur (OMDE 603). Most important, knowledge of the media's limitations and or potential is a must. OMDE 608, OMDE 610, and DETT 607, were the foundation courses for instructional design and provided a beginning knowledge to generations 2 through 4 of distance education. Holmberg, (2009) stated that courses are developed to meet the requirements, needs and interests of student bodies (p. 44), which implies that no matter the technology integration, student success is foremost. Second, I learned that student persistence and preparation must be centered on the empathy theory. A concept introduced in OMDE 601 and will follow not only my teaching career but also in my interactions with students and others.
OMDE 603, I participated in a discussion board that compared face-to-face learning with online learning, this exercise was educational, and expound on asynchronous and synchronous learning. I learned that distance education is a mode of delivery, and other than how teacher and student interacted in the learning environment, the similarities and differences between F2F learning was very narrow. In the literature, distance education was defined as any form of organized teaching and learning where the student and teacher are physically separate, this I found to be consistent throughout my studies, and why it is critical that students engage in discussions and complete the many assignments. This course also expanded my knowledge of the first four generations of media used in distance learning. I learned several theories of learning and the four main elements for a successful learning environment. These were the facilitator, writing coach, technical assistant who shared functions. I considered these to what Moore & Kearsley (2005) categorized as a system to learning. The other elements are the student, the mode for communication, and the course materials. This mode of delivery is the scaffold or structure that delivers the course materials, a system of communication. To show how this system functioned I evaluated communication or learning management media to show its effectiveness to promote synchronous and asynchronous learning. I learned that the technology can be the foundation or breakdown of an effective online course delivery. The findings were that Elluminate was a more interactive learning management system because it had more capacity to simulate real-time learning than Blackboard.
OMDE 606 was very interesting and provided the knowledge and understanding of mass production and communication. This class allowed me to cost out a small course with three other peers. Although, I did not attribute the significance at the time to distance learning, I have since learned or been able to connect the concept of mass production of course materials, and the significance of reaching global audiences to the criticality of writing coaches, technical assistants, and people like Allison my first TA who provided such great student supports such as cloud storage tips, and the introduction to my first blogs, wiki, and e-portfolio.
OMDE 610 was also important to synchronous and asynchronous learning. It identified the student as a participatory and interactive component in the learning process. This course related to what I learned in Moore & Kearsley (2005) about the differences in learning styles, which was portrayed in many classes. I attributed this to the learner preference or mode of learning. I learned, even for me, that styles can change based on the learning situation and learner interest. In this course I conducted a research on the differences between participatory and interactive learning and found great differences as mentioned above with the scenario of a shy student who is in a class has the availability of course content, but not interactive with peers or the course infrastructure; therefore, is not present or participatory. In the research, the two terms were used interchangeably because it only required some type of interaction from the learner which I interpreted to mean as long as the student logged on to the learning environment, he/she was participatory. However, I learned with advance technologies student interaction involves more than signing on and posting comments in the discussion thread. Participatory learning requires interactions with the learning environment and peers that involves the interactive collaboration with peers in completing comprehensive project-based learning activities, taking learning beyond text, reading and discussion or posts.
The experiences from OMDE 603 and 610 also presented many positives to the online learning environment, especially with the integration of technology. However, it is critical to note the learner in this environment. I learned that although online learning accommodates various learning styles this can be an intimidating environment to the shy or introvert personality type student. I found similarities in the online and F2F learning environments that requires the facilitator to always be on the alert and ready to provide extra support or coaching to bring these students in line for success. This was discovered in my studies in OMDE 608, learner supports in DE—the presence of the lurker or invisible student. Although, online learning was documented to create an atmosphere where student participation is uninhibited, it gives students the option to respond to the discussions without feelings of being judged, or threats of inadequacy; nevertheless, the lurker should not be ignored. The use of technology and intelligent software not only contribute to student engagement, but as in face-to-face teaching I learned it is sometimes necessary to reach out to students and encourage participation with positivity and empathy.
DEPM 604 was another favorite course because it provided a collaborative approach of functions in the online learning environment. In my latter studies in the MDE program I learned about a new process where duties of the online facilitator will no longer be specific to one person. This course is in line with that new phenomenon. It not only presents more options for new practitioners in the field of distance education, it provides more commonality in positions. The position of leadership is evolving as is the position of course designer in distance education. These are new avenues or trends breaking new ground for entering graduates. I conducted a research in the attributes and issues surrounding leadership in distance education; it was very enlightening, showing a leader unlike the role of manager or supervisor known today. This position is critical to student persistence and success and depicts a team-oriented approach to leading putting student needs in the forefront—organizational—following Moore & Kearsley's (2005) systems view to learning where resources and knowledge are shared, not individualized.
Each semester seemed to present new obstacles. These ranged from challenges with the technology, software compatibility issues, keeping up with class discussions, formulating opinions and thoughts that were not offensive, but considerate of cultural differences, and the many learning styles, and experiences, along with personal challenges with family and work. These strengthened my resolve for online learning and my appreciation for the flexibility of distance learning, and although I prefer traditional modes of learning—face-to-face—it is clear that the integration of technology allows online learning to mimic face-to-face. Students and instructors have more options for synchronous learning. It is possible to program content to ensure student interaction with peers, and learner interaction with the technology. I learned that I would never go back to only traditional teaching structures.
I learned so much in this program, about not only my personal learning style, but also that distance learning mimics much of face-to-face learning except for the absence of visual stimuli, like facial expressions, and physical contact with peers and professors. This must be integrated into the course design using technology to provide textual and visual cues through graphics and illustrations (OMDE 610). I was afforded the opportunity to develop a course plan, and my first online course storyboard in Webtycho where I integrated many of the techniques discussed in Technology in Online Learning. I did not cost out the components of my course, but the components needed to create an online course were realized from my studies on OMDE 606, as well as the valuable knowledge about copyrights, and literary needs of students in the virtual learning environment (DETT 611). However, my special remembrance will be creating mock courses and developing management plans, and costing a distance course (OMDE 606).
DETC 620 allowed the learner to evaluate various multimedia for possible integration in the online distance learning environment. This was another special area of interest, and was an expansion of my knowledge in the innovations of technology in my courses and academic life. This course taught me the importance of media integration to promote student persistence and engagement, my special interest in distance learning. I learned, according to Kozma (1991) that media is a complementary process where representations are constructed and procedures performed, sometimes by the learner and sometimes due to learner interactivity with the media. This assignment was quite rewarding and documents the criticality of course design and development to student engagement and success in the virtual learning environment.
My opinion of distance education and learning since my introductory courses has changed. My initial thoughts about distance learning were negative. I believed that the concept and practice of distance learning was a barrier to personal growth and development, especially to children. I did not understand how the world was going to evolve without the personal and physical contacts provided in face-to-face teaching and learning. I learned that forming e-relationships were possible in virtual classrooms. This I experienced firsthand with classmates as we communicated not only through the virtual classroom platform but also using the various communication channels used in DE such as the telephone, teleconferencing, and Skype. These were used to complete group assignments, interact with technology, and in groups using chat rooms, and matriculating with many of the same students from course to course. These type relationships in virtual classrooms, according to the literature, mimicked traditional classrooms, forming what is known in distance learning as communities of learning, essential to student and instructor interaction.
I also learned that projections are important in distance learning just as it is in face-to-face learning. It is even more important in the virtual classroom to project how you “speak” in the learning environment so that the feelings of others are always at the forefront. This is critical in management of distance learning, especially for establishing global relationships, and motivating students to persist.
The knowledge obtained from the experiences of the pioneers who shaped distance learning was also critical in my studies, guiding my understanding of the importance of distance learning in promoting economic stability and growth. This is the reason for my research topic and interests in third world countries such as South Africa. I developed an appreciation for the early works and efforts obtaining acceptance of distance learning as I conducted research in my topic. Nonetheless, the insight from the guest professors and experts in distance education, such as Professor Rekkedal Torstein and Otto Peters, Börje Holmberg, and others who visited our classrooms was very inspirational. These pioneers and earlier adopters of distance education shared personal experiences, posted comments and responded to my posts, and answered questions, even when the answers should have been obvious. These experiences also shaped my understanding of distance learning, and its value to society, and the importance for my continuation in this field of study. My experiences will always be valuable to my future in this field and teaching. I also obtained valuable background in the adaptation of distance learning and the practice of segregation I heard from my grandparents and parents. Burge's (2007) reading provided valuable experiences to my learning. The personal interviews conducted with many pioneers in distance education allowed me to share in the framing and significance to the cause. Her writings were personal for me, leaving me with a feeling of presence during these earlier developments in distance education. She was also a valuable resource in my final research project.
My experiences in teaching are very limited compared to my peers in the distance learning program, but the experiences gained from working with such knowledgeable faculty has allowed me the opportunity to grow and appreciate— teaching new student orientation to entering freshman. The expansions in technology over the years while participating in the OMD program were valuable. I had the opportunity to experience firsthand innovative technologies such as clickers, smart phones, Web 2.0 technology such as blogs, and wikis not only in my studies but also in my teaching. I have been able to integrate many of these technologies in my teaching, linking students to needed resources in the virtual learning environment, learned from OMDE 608, Learner Support in Distance Teaching and Training. As I near completion of my degree, and reflect back on my journey through distance learning, I continue to formulate meaning, knowledge and insight to concepts and best practices in the field. However, my goal is to implement best practices, and theory of virtual learning into new student courses. I am also introducing students to the skills needed to be successful online learners, navigating the online infrastructure—Blackboard—and to analyze and research information to solve issues with the software, and obtain needed data to make informed decisions as autonomous learners, not relying on instructors or peers for information that is available virtually. Thanks to all my professors and peers who have shaped my interests and skills in DE, allowing me to continue to develop along with my students.
I decided on a major in distance learning after reading an article by Tom Joyner in the Chronicle of Higher Education, about distance learning. The article talked about how Black Colleges and Universities lagged behind its Historical White counterparts because they had not accepted this new trend or direction for higher education. My interest in distance learning was also because I knew this was the next trend for education, and I wanted to be a part of the growth at the institution where I worked. The closed walls of learning were expanding and this new age of information sharing and the Internet was one that I wanted to be a part of, especially with my oldest grandchild approaching high school and planning to attend college. Although apprehensive initially, I enrolled in the distance learning teaching and training program offered at UMUC, where my journey in the master’s program is nearing completion.
I enrolled in my first online distance learning course in the fall of 2010 knowing that I had many challenges before me. I found this mode of learning fast paced, and challenging. Although I always liked challenges, online learning seemed unstructured and overwhelming, and a bit challenging to someone attuned to walled learning. I was anxious and a little intimidated about entering the online learning environment, fearing the physical separation of the instructor and student. As a new student to online learning, I was not quite sure of learning in an environment where I would not have my instructor physically in my reach and available for questions and support every day. I learned from Moore & Kearsley (2005) that my anxieties were normal, especially for inexperienced distance learners, and for adult learners. I was quite surprised when I found that the instructors understood my anxieties and were as patient and caring as the instructors I was afraid to leave in my face-to-face learning environment.
This mode of learning required students to simultaneously complete several tasks and assignments in what seemed like, every other day, unlike the traditional mode of learning. This also began my first experience and contact with online terminology. I learned about the autonomous learner and synchronous and asynchronous learning environments where students created learning, selecting, analyzing, and reflecting on course content in discussion boards, and assignments. This began my interests in developing course designs that focused on student supports. Several classes gave me hands on experience in creating course design, and evaluating learning and course management systems. This was phenomenal. In OMDE 603 I learned about the technology in DE—beyond print, written, TV, broadcast, video, audio, etcetera. This is discussed later in more detail.
DETT 607 began my journey in course design and development, although not my first class in the program, it begins my reflections. This learning experience was exceptional! I developed an online course in the Webtycho learning environment. It was an orientation course for freshman, combining the theory and practice of learning, and the various philosophical approaches to instructional systems, mixed with techniques and perspectives from different theoretical experts. This was evidenced in curriculum design and structure. It also incorporated philosophical approaches to instructional systems, such as behaviorist, constructivist, and connectivist, the latter signifying the digital era. This experience has been very beneficial in my use of Blackboard where I facilitate a blended learning course. Students not only matriculate in face-to-face environments, they were also required to participate in discussion boards and in the use of presentation software that was part of the course management system.
OMDE 608 was the first course that focused on my interests in the MDE program—student supports. This course substantiated my belief that student supports are critical for student success. The literature from this course presented by LaPadula (2003) stated that including student support is to "ease student adjustment to college and contribute to the student's academic success (p. 119)." This says it all. I began to deal with many of the challenges I encountered without anxiety. I no longer found it frustrating when my posts went with no response from a fellow student or the professor. I understood, this was typical of the mode of autonomous learning—this was how students learned, reflecting, and analyzing comments. This is also when I learned about teaching and learning online and the significance of course design and development, and its importance to the learning process— engaging students. This course introduced course design concepts. I developed a course plan along with the management plan that was the scaffold for putting together the course materials in the learning management infrastructure. I am proud of my achievements—three classes from completing the master’s degree. I remain persistent.
OMDE 601 introduced a new phenomenon in educational delivery and appeared to be based on trends and current conditions across the continents. This new mode of teaching and learning continues to have common challenges (Holmberg, 2009), with the integration of technology evolved both benefits and barriers to the learner; however, I learned two very important things that are applicable to my interest in preparing freshman to the online learning environment. First, the media integrated must work and the facilitator must be able to fix or have any issues resolved as soon as they occur (OMDE 603). Most important, knowledge of the media's limitations and or potential is a must. OMDE 608, OMDE 610, and DETT 607, were the foundation courses for instructional design and provided a beginning knowledge to generations 2 through 4 of distance education. Holmberg, (2009) stated that courses are developed to meet the requirements, needs and interests of student bodies (p. 44), which implies that no matter the technology integration, student success is foremost. Second, I learned that student persistence and preparation must be centered on the empathy theory. A concept introduced in OMDE 601 and will follow not only my teaching career but also in my interactions with students and others.
OMDE 603, I participated in a discussion board that compared face-to-face learning with online learning, this exercise was educational, and expound on asynchronous and synchronous learning. I learned that distance education is a mode of delivery, and other than how teacher and student interacted in the learning environment, the similarities and differences between F2F learning was very narrow. In the literature, distance education was defined as any form of organized teaching and learning where the student and teacher are physically separate, this I found to be consistent throughout my studies, and why it is critical that students engage in discussions and complete the many assignments. This course also expanded my knowledge of the first four generations of media used in distance learning. I learned several theories of learning and the four main elements for a successful learning environment. These were the facilitator, writing coach, technical assistant who shared functions. I considered these to what Moore & Kearsley (2005) categorized as a system to learning. The other elements are the student, the mode for communication, and the course materials. This mode of delivery is the scaffold or structure that delivers the course materials, a system of communication. To show how this system functioned I evaluated communication or learning management media to show its effectiveness to promote synchronous and asynchronous learning. I learned that the technology can be the foundation or breakdown of an effective online course delivery. The findings were that Elluminate was a more interactive learning management system because it had more capacity to simulate real-time learning than Blackboard.
OMDE 606 was very interesting and provided the knowledge and understanding of mass production and communication. This class allowed me to cost out a small course with three other peers. Although, I did not attribute the significance at the time to distance learning, I have since learned or been able to connect the concept of mass production of course materials, and the significance of reaching global audiences to the criticality of writing coaches, technical assistants, and people like Allison my first TA who provided such great student supports such as cloud storage tips, and the introduction to my first blogs, wiki, and e-portfolio.
OMDE 610 was also important to synchronous and asynchronous learning. It identified the student as a participatory and interactive component in the learning process. This course related to what I learned in Moore & Kearsley (2005) about the differences in learning styles, which was portrayed in many classes. I attributed this to the learner preference or mode of learning. I learned, even for me, that styles can change based on the learning situation and learner interest. In this course I conducted a research on the differences between participatory and interactive learning and found great differences as mentioned above with the scenario of a shy student who is in a class has the availability of course content, but not interactive with peers or the course infrastructure; therefore, is not present or participatory. In the research, the two terms were used interchangeably because it only required some type of interaction from the learner which I interpreted to mean as long as the student logged on to the learning environment, he/she was participatory. However, I learned with advance technologies student interaction involves more than signing on and posting comments in the discussion thread. Participatory learning requires interactions with the learning environment and peers that involves the interactive collaboration with peers in completing comprehensive project-based learning activities, taking learning beyond text, reading and discussion or posts.
The experiences from OMDE 603 and 610 also presented many positives to the online learning environment, especially with the integration of technology. However, it is critical to note the learner in this environment. I learned that although online learning accommodates various learning styles this can be an intimidating environment to the shy or introvert personality type student. I found similarities in the online and F2F learning environments that requires the facilitator to always be on the alert and ready to provide extra support or coaching to bring these students in line for success. This was discovered in my studies in OMDE 608, learner supports in DE—the presence of the lurker or invisible student. Although, online learning was documented to create an atmosphere where student participation is uninhibited, it gives students the option to respond to the discussions without feelings of being judged, or threats of inadequacy; nevertheless, the lurker should not be ignored. The use of technology and intelligent software not only contribute to student engagement, but as in face-to-face teaching I learned it is sometimes necessary to reach out to students and encourage participation with positivity and empathy.
DEPM 604 was another favorite course because it provided a collaborative approach of functions in the online learning environment. In my latter studies in the MDE program I learned about a new process where duties of the online facilitator will no longer be specific to one person. This course is in line with that new phenomenon. It not only presents more options for new practitioners in the field of distance education, it provides more commonality in positions. The position of leadership is evolving as is the position of course designer in distance education. These are new avenues or trends breaking new ground for entering graduates. I conducted a research in the attributes and issues surrounding leadership in distance education; it was very enlightening, showing a leader unlike the role of manager or supervisor known today. This position is critical to student persistence and success and depicts a team-oriented approach to leading putting student needs in the forefront—organizational—following Moore & Kearsley's (2005) systems view to learning where resources and knowledge are shared, not individualized.
Each semester seemed to present new obstacles. These ranged from challenges with the technology, software compatibility issues, keeping up with class discussions, formulating opinions and thoughts that were not offensive, but considerate of cultural differences, and the many learning styles, and experiences, along with personal challenges with family and work. These strengthened my resolve for online learning and my appreciation for the flexibility of distance learning, and although I prefer traditional modes of learning—face-to-face—it is clear that the integration of technology allows online learning to mimic face-to-face. Students and instructors have more options for synchronous learning. It is possible to program content to ensure student interaction with peers, and learner interaction with the technology. I learned that I would never go back to only traditional teaching structures.
I learned so much in this program, about not only my personal learning style, but also that distance learning mimics much of face-to-face learning except for the absence of visual stimuli, like facial expressions, and physical contact with peers and professors. This must be integrated into the course design using technology to provide textual and visual cues through graphics and illustrations (OMDE 610). I was afforded the opportunity to develop a course plan, and my first online course storyboard in Webtycho where I integrated many of the techniques discussed in Technology in Online Learning. I did not cost out the components of my course, but the components needed to create an online course were realized from my studies on OMDE 606, as well as the valuable knowledge about copyrights, and literary needs of students in the virtual learning environment (DETT 611). However, my special remembrance will be creating mock courses and developing management plans, and costing a distance course (OMDE 606).
DETC 620 allowed the learner to evaluate various multimedia for possible integration in the online distance learning environment. This was another special area of interest, and was an expansion of my knowledge in the innovations of technology in my courses and academic life. This course taught me the importance of media integration to promote student persistence and engagement, my special interest in distance learning. I learned, according to Kozma (1991) that media is a complementary process where representations are constructed and procedures performed, sometimes by the learner and sometimes due to learner interactivity with the media. This assignment was quite rewarding and documents the criticality of course design and development to student engagement and success in the virtual learning environment.
My opinion of distance education and learning since my introductory courses has changed. My initial thoughts about distance learning were negative. I believed that the concept and practice of distance learning was a barrier to personal growth and development, especially to children. I did not understand how the world was going to evolve without the personal and physical contacts provided in face-to-face teaching and learning. I learned that forming e-relationships were possible in virtual classrooms. This I experienced firsthand with classmates as we communicated not only through the virtual classroom platform but also using the various communication channels used in DE such as the telephone, teleconferencing, and Skype. These were used to complete group assignments, interact with technology, and in groups using chat rooms, and matriculating with many of the same students from course to course. These type relationships in virtual classrooms, according to the literature, mimicked traditional classrooms, forming what is known in distance learning as communities of learning, essential to student and instructor interaction.
I also learned that projections are important in distance learning just as it is in face-to-face learning. It is even more important in the virtual classroom to project how you “speak” in the learning environment so that the feelings of others are always at the forefront. This is critical in management of distance learning, especially for establishing global relationships, and motivating students to persist.
The knowledge obtained from the experiences of the pioneers who shaped distance learning was also critical in my studies, guiding my understanding of the importance of distance learning in promoting economic stability and growth. This is the reason for my research topic and interests in third world countries such as South Africa. I developed an appreciation for the early works and efforts obtaining acceptance of distance learning as I conducted research in my topic. Nonetheless, the insight from the guest professors and experts in distance education, such as Professor Rekkedal Torstein and Otto Peters, Börje Holmberg, and others who visited our classrooms was very inspirational. These pioneers and earlier adopters of distance education shared personal experiences, posted comments and responded to my posts, and answered questions, even when the answers should have been obvious. These experiences also shaped my understanding of distance learning, and its value to society, and the importance for my continuation in this field of study. My experiences will always be valuable to my future in this field and teaching. I also obtained valuable background in the adaptation of distance learning and the practice of segregation I heard from my grandparents and parents. Burge's (2007) reading provided valuable experiences to my learning. The personal interviews conducted with many pioneers in distance education allowed me to share in the framing and significance to the cause. Her writings were personal for me, leaving me with a feeling of presence during these earlier developments in distance education. She was also a valuable resource in my final research project.
My experiences in teaching are very limited compared to my peers in the distance learning program, but the experiences gained from working with such knowledgeable faculty has allowed me the opportunity to grow and appreciate— teaching new student orientation to entering freshman. The expansions in technology over the years while participating in the OMD program were valuable. I had the opportunity to experience firsthand innovative technologies such as clickers, smart phones, Web 2.0 technology such as blogs, and wikis not only in my studies but also in my teaching. I have been able to integrate many of these technologies in my teaching, linking students to needed resources in the virtual learning environment, learned from OMDE 608, Learner Support in Distance Teaching and Training. As I near completion of my degree, and reflect back on my journey through distance learning, I continue to formulate meaning, knowledge and insight to concepts and best practices in the field. However, my goal is to implement best practices, and theory of virtual learning into new student courses. I am also introducing students to the skills needed to be successful online learners, navigating the online infrastructure—Blackboard—and to analyze and research information to solve issues with the software, and obtain needed data to make informed decisions as autonomous learners, not relying on instructors or peers for information that is available virtually. Thanks to all my professors and peers who have shaped my interests and skills in DE, allowing me to continue to develop along with my students.