Overview of Flexible and distributed learning models

1. Flexible and Distributed
Learning Models
Jane Lomas

2. Flexible and Distributed
Learning
• Flexible Learning
– Learners learn and their own time, pace and
place.
• Distributed Learning
– Learning occurs independent of time and
space
• Distance Learning
• Can be combination of traditional classroom with
traditional distance learning
Khan, 2005

3. Learning Models
• Fully Online
• No face-to-face contact
• Blended Learning
– A mixture of face-to-face and e-learning
(Allan, 2007)

4. Learning Models
• Flipped Classroom
– Students prepare for the class beforehand
– Class time dedicated to
workshop/interactive activities
– Increase class time for engaging
instruction
• It is NOT the same as homework
Enfield, 2013

5. Features of E-Learning
Environments
•
•
•
•
•
•
Ease of Use
Interactivity
Multiple Expertise
Collaborate Learning
Authenticity
Learner-Control
Khan, 2005

6. Ease of Use
• E-Learning Course must be well
designed:
– User-Friendly environment.
– Reduce frustration from learner.
Khan, 2005

7. Ease of Use
• To achieve this:
– VLE (Moodle)
• Simple point and click interface
– Browsers/Search Engines/Hyperlinks
• Using current technologies learners familiar
with
• Technical support important
Khan, 2005

8. Interactivity
• Learner must be engaged in learning
activities.
– Activities must encourage interaction with
worthwhile tasks and with others:
• Interact with tutors, peers and resources
Khan, 2005

9. Interactivity
• To achieve this:
– Communication
• Email, Forums, Chat rooms
– Resources
• Videos, Learning Objects, Quizzes and
Surveys.
Khan, 2005

10. Multiple Expertise
• Use outside experts to guest lecture:
– Directly from sources
– Represented on the Internet
Khan, 2005

11. Multiple Expertise
• To achieve this:
– Good source of recommended reading
– Up to date links to the Web for expert
resources
– Relationship with colleagues who can
guest lecture/share their resources
Khan, 2005

12. Collaborate Learning
• Allows learners to work and learn
together to accomplish goals.
– Learners develop multiple skills:
• Social, communication, critical
thinking, leadership, negotiation, interpersonal
and cooperative skills
Khan, 2005

13. Collaborate Learning
• To achieve this:
– Use of Collaborative Tools
• Forums, Chat rooms, Blogs
• Collaborative Tools
– e.g. Glossary, Wiki, Graded Forums, Big Blue Button
• Google Docs or Hangout
• Peer Assessment
Khan, 2005

14. Authenticity
• Learners can address relevant real-life
problems and situations.
– Conferencing and collaboration
technologies
Khan, 2005

15. Authenticity
• To achieve this:
– Links to current practice
– Scenarios which link to real world problems
• Learners real-life experiences can add
to the authenticity of collaboration
Khan, 2005

16. Learner-Control
• Students can determine their level of
participation:
• Facilitates learner responsibility:
– Learner can actively engage in discussions
or observe
– Learner has ownership of their own
learning
Khan, 2005

17. Assessment
• Assessment should be equivalent no
matter how they are accessed:
– Most types of assessments can be
replicated online or partially transformed.
• Participation does not need to be
identical
Phillips et al., 2004

18. Assessment
• Important questions when designing
assessment:
– What is the purpose of the assessment?
– What is the quality of the assessment in terms of
validity, reliability and usefulness?
– How and by whom is the assessment
administered?
– How and by whom is the assessment marked?
Cummings, 2003

19. Assessment
• Be valid, consistent and flexible
– Meet the learning outcomes, cater for diverse
learning styles (Cummings, 2003)
• Include a range of assessment tasks
– Formative and Summative
• Access deeper learning
• Where exams are required
– Utilise open-book instead of closed-book
• Reduce opportunities for cheating
Phillips et al., 2004

20. Tools Available
• Moodle
– Communication
• Forums, Chatrooms
– Collaboration
• Graded
Forum, Glossary, Wiki, Dialog, Survey, Feedback, Database, Lesson, S
cheduler, Big Blue Button
– Assessment
• Assignment, Quizzes, Turnitin
• Online Tools
– Blogging, Google Docs, Google Hangouts

21. References
•
Allan, B. (2007) Blended Learning: tools for teaching and training. MyiLibrary [Online]. Available at:
http://lib.myilibrary.com/?id=302450 (Accessed: 13 January 2014).
•
Cummings, R. (2003) ‘Equivalent assessment: achievable reality or pipedream’, ATN Education and
Assessment Conference. Adelaide. University of South Australia. Available at:
http://w3.unisa.edu.ac/evaluations/Full-papers/CummingsFull.doc (Accessed: 10 January 2014).
•
Enfield, J. (2013) ‘Looking at the Impact of the Flipped Classroom Model of Instruction on Undergraduate
Multimedia Students at CSUN’, TechTrends: Linking Research & Practice to Improve Learning, 57, 6, p1427, EBSCO [Online]. Available at: http://ehis.ebscohost.com/eds/detail?sid=5d179d29-b139-40ca-b737ca4441158117%40sessionmgr198&vid=1&hid=106&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=afh&AN=9
1587618. (Accessed: 13 January 2014).
•
Khan, A. (2005) Managing E-Learning Strategies. London:Information Science Publishing.
•
Phillips, R., Cummings, R., Lowe, K., Jonas-Dwyer, D. (2004) ‘Rethinking Flexible Learning in a Distributed
Learning Environment: A University-Wide Initiative’, Educational Media International, 41, 3, p195205, EBSCO [Online]. Available at: http://ehis.ebscohost.com/eds/detail?sid=aa0b233b-0a96-4f07-91e509ef07fefb0c%40sessionmgr4001&vid=12&hid=101&bdata=JnNpdGU9ZWRzLWxpdmU%3d#db=afh&AN=
13911039 (Accessed 10 January 2014).