I learned a lot from the distributed learning and open learning history outlined in the two readings. I have found that each era has a different approach that teachers can choose as the basis for the model. In āTeaching Online ā A Guide to Theory, Research, and Practiceā, the authors break down each individual course model into the following descriptors; Enrollment, Amount, Timing, Platform, and Pathway. Each step corresponds to a different learning method and what to do at this stage. The two that stand out and change dramatically are timing and platform. Time describes how students will navigate the course. In synchronous timed courses, students must follow a schedule specified by the teacher, which is very suitable for students who like fixed-structure education and students with poor self-control. Students can learn step by step according to the teacher’s steps without falling behind the course. Asynchronous time courses are preferred by more students. All course information is listed from the beginning, and students can choose the right time to learn the content according to their own time. This type of program is great for organized and self-driven students. Tutors also mostly have two choices for the platform; offering or student choice. Although students choose the platform themselves can be a good way to demonstrate the diversity of their understanding, I tend to provide a work platform for the tutor, which can be a good way to follow the teacher’s guidance to learn, and step by step to check the lack of self.
In āOpenness and Education: A beginnersā guideā, the article that attracted me from the beginning was a timeline of the historical evolution of open education. The first phase of the movement began in England in the early 1970s. From “distance education and open learning” in the 1980s to “E-Learning and online online education” in the 1990s, and finally to the interpretation of open learning. Open learning in different eras adheres to the “learner-centred pedagogy”. The strengths and weaknesses of each era’s teaching model are referenced and refined in the new era development to best fit the current learning framework.
Whether it’s distributed learning or open learning, both approaches are playing a huge role now during the COVID-19 pandemic. The school has also launched an unprecedented all-online curriculum and makes good use of distributed learning and open learning models. In addition to that, these learning models can be leveraged well in future jobs, where I can break down each individual job requirement into amount, timing, platform, and pathway. Refer to the learning model can help me to finish my work faster and better,Ā and also can clarifying the progress and completion of the work.
Reference
Major, C. H. (2015).Ā Teaching Online ā A Guide to Theory, Research, and Practice. Retrieved fromĀ http://ebookcentral.proquest.com/lib/uvic/detail.action?docID=3318874Ā (pp. 76-108)
Jordan, K. & Weller, M. (2017).Ā Openness and Education: A beginnersā guide.Ā Global OER Graduate Network.
Mengqi Zhang
July 12, 2022 — 10:33 pm
Hi Yilin Wang,
Both learning models did play a huge role during the pandemic. Without these new learning models, we would have stayed home during the pandemic and postponed our own graduation plans. But also because of the pandemic, the use of new learning models around the world has created many problems. The most discussed issues are academic integrity in some professional courses, as well as privacy issues. I think these issues need constant improvement.
leihan
July 12, 2022 — 10:42 pm
Hi, Yilin
I agree with what you said because of COVID-19, so these two learning modes have developed very quickly, and help self-disciplined students to provide a lot of convenience, I think that the learning mode of online classes has a lot of places to improve, teachers also need to help all students as much as possible, whether it is students with strong self-control ability or students with poor self-control ability, so I think that turning on the camera during class, asking questions on the way to class to answer by name, and recording students’ attendance in class are all very effective methods.
The best
Lei.
zitongzhao
July 12, 2022 — 10:55 pm
Hi Yilinļ¼
I agree with you that these two teaching methods are really of great help to both teachers and students during the epidemic. They not only save students a lot of time to go to school, but also enable teachers and students to timely teach and answer questions even if they are not face-to-face in the classroom.
minruihan
July 13, 2022 — 12:21 am
Hi YiLin,
I very much I agree that you have found in the history of distributed and open learning that each era has had different approaches available to teachers as the basis for the model. I think synchronous timed sessions are a better model for me because I am a procrastinator myself and have very little self-control. I have to follow the schedule set by the teacher so that I will greatly improve my efficiency. Both distributed and open learning worked well.
hbramxj
July 13, 2022 — 11:22 pm
Hi Yilin,
I agree with what you mention about the five elements teachers provide to the student. I think this not only offers a convenience to the student to decide whether continue the course or not but also gives the teacher convent rather than wasting time answering during class time. Although I agree that a fully online class is well managed for both distributed learning and open learning, I still have concerns that someone with no autonomy would have a problem studying fully online.
Julie