Analyzing Scope Creep

For this week, my task is to describe a project, either personal or professional, that experienced issues related to scope creep.  Before doing this, I want to define a few elements. First, “a project is defined as a unique endeavor with a defined beginning and end. As such, it must have a project scope, that is, a well-defined list of tasks that are part of the project.  Project scope is the fence that defines the boundaries of the project (Roseke, 2017).” Scope creep is defined as “the natural tendency of the client, as well as project team members, to try to improve the projects output as the project progresses” (Portny, Mantel, Meredith, Shafer, & Sutton, 2008). Further, scope creep occurs when additional components, features, or functions of a new product, requirements, or work are added to the project’s scope there were not originally authorized (Larson & Larson, 2009).

I have taken on few projects in my time. One project that comes to mind in terms of scope creep is a course revision project that I was involved in many years ago. For this project, I was tasked with revising an undergraduate Health Information Management course.  Since I have a bachelor’s degree in Health Information Management I was asked to be the team lead on this project. Although, I was not officially named as such, as the leader of the team I guess one might consider me to be the project lead or project manager. I worked with five other individuals to develop the learning resources, syllabus, course assignments, and tests.

Scope Creep Issues

What was interesting about this process was that I saw nothing wrong with the way that we were doing things initially, hindsight is always 20/20. First, we did not complete a project schedule, so there was not a specified timeline for specific tasks. We were only informed of the due date. In our case, the ID was not brought into the fold until we had completed all the work on our end was completed. I have since learned that the ID should be involved from the start.

As the revisions proceeded, the project began to demand more and more of my time. This is the point that scope creep began to rear its ugly head. Scope creep was sneaking it to the process even though I did not realize that scope creep was the issue at the time. What I did know was that multiple requests for change were made and I did not know how to say “no” to the requests. I felt an overwhelming pressure to perform and that this process be successful. However, the more we worked on the revision, the more the scope increased. Each revision we submitted for approval required additional work. Suggestions were also made for us to add more content and rigor to the assessments. Once we completed the revisions and met the ID, we were met with addition delays because some of the revisions that we made we unable to be implemented due system limitations that we were not aware of. This forced the team to make additional modifications to fit the system requirements. If the ID was brought in sooner, many of the delays could have been avoided.

Controlling the Scope

If I knew then what I know now, the revision process could have gone a lot smoother.  With what I know now I could have better managed the project by completing the steps listed under the role of PM. There are five primary underlying causes of scope creep (Roseke, 2017):

• Poor Requirements Analysis and/or definition
• Poorly documented scope
• Poor communication between stakeholders
• Underestimating the Complexity of the Project Underestimating project work or complexity
• External factors

Four of these five (highlighted in blue font) were issues for my team. There two lessons that I learned from this project. The first is to know when to say no. For a project to be successful changes should be made sparingly. The second lesson is to have a good understanding of the requirements and expectations from the very beginning.

References

Larson, R. & Larson, E. (2009). Top five causes of scope creep … and what to do about them. Paper presented at PMI® Global Congress 2009—North America, Orlando, FL. Newtown Square, PA: Project Management Institute.

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., & Sutton, M. M. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Roseke, B. (2017). How to Prevent Scope Creep. Retrieved from http://www.projectengineer.net/how-to-prevent-scope-creep/

 

 

Estimating Costs and Allocating Resources

For this week’s blog, I was tasked with allocating the resources and estimating the costs associated with an instructional design project. Considering the advice given in this week’s media regarding estimating costs and scheduling resources, I have located two resources that would be useful in estimating the costs, effort, and/or activity durations associated with ID projects. Additionally, these sites are helpful to planning a project’s schedule, budget, or break down a project’s tasks.

Title: State of Michigan Project Estimating Guide

URL: https://www.michigan.gov/documents/suite/Project_Estimating_Guide

Description:

The first resource that I would like to highlight is the State of Michigan Project Estimating Guide. This is not a website so much as it is considered to be an electronic guidebook. The subtitle of the guidebook is “A ‘How To’ Guide for Project Schedule Estimation, Building a WBS and Project Budget Estimation”. It is written for individuals with limited exposure to, or would like a refresher for, basic project management. The guidebook delivers direction and details on the practice of project estimating for scheduling and budgeting. It proposes that the work breakdown structure be used as the basic tool for project management.

In this guidebook, there is an entire chapter (Ch 2) dedicated to project estimating for scheduling and resources. This chapter describes best practices, key activities, and to provide a helpful checklist. It is geared towards ensure that the reader is able to deliver results within estimated time, cost, and quality parameters so that the project success. Chapter 2 also provides numerous estimation techniques. Then there is also another helpful chapter (Ch 4) that is solely dedicated to estimating the project budget. It helps the reader establish realistic resource estimates for project budgets which is one of the most difficult parts of planning a project.

Most Helpful Thing Found

What I found to be extremely useful were all the estimating techniques provided. Estimating always includes assumptions and guesses, so it is essential that the project manager not rely on solely one source. It is good practice to obtain estimates from multiple sources and, if possible, utilize different estimating techniques. 

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Businessballs

Resource Name: Project Management Training

URL: https://www.businessballs.com/project-management/

Description:

The second resource that I would like to highlight is Businessballs, which is a free ethical learning and development resource. They all the use of their material at no charge to the user. It encompasses free materials for self-development, developing others, research, and organizational improvement. The specific material that I would like to highlight is in the Project Management Training section. This section has material broken down into three subsections which are:

• Project Management Skills and Technique – Offers project management, tools, process, plans and project planning tips
• Project Management Tips – Offers downloadable project management tips
• Project Management Templates – Offers downloadable templates for project templates

The tips, tools, and templates are useful for estimating costs and scheduling.

Most Helpful Thing Found

The most helpful thing I found at this site was a booklet called “Project Management Tips from Project Agency Ltd”. The booklet is short being that it is only 10 pages. It offers an easy to read, step by step guide through the project management process from Getting Started to Closedown and Review.

Project Schedule & Estimating Activity Duration

Project Management Institute

Resource Name: PMI, Inc.

URL: https://www.pmi.org

Description:

The first website that I would like to highlight is the Project Management Institute which is commonly known as PMI. They work globally with millions of professionals in the area of project management advocacy, collaboration, education and research. The site offers numerous tools and template for users to take advantage of, which is great. Most of the tools are fully customizable but they also have premade templates ready to be used for project plans and presentations. Online training and podcasts are offered as well.

PMI.org offers eight certifications including Project Management Professional (PMP)®. The PMP certification validates an individual’s competence to perform in the role of a project manager, both leading and directing projects and teams. In addition to the certifications, they also offer memberships. PMI members have the opportunity to learn about the cutting-edge advancements in the project management field through their collection of printed and digital publications. One such publication is a peer-reviewed academic publication which focuses on management techniques, research, theories, and applications. The membership also provides an opportunity for members to connect with peers through a local PMI chapter. They can also access the online PMI community to network and keep up with the latest project management news.

Most Helpful Thing Found

There are three features of this site that I found to be extremely useful. These features will be useful me as a newbie in the field because there are so many different aspects to a schedule. They are useful in all areas of project management, not use scheduling. One of the most impressive and useful aspects of the site is their flagship publication A Guide to the Project Management Body of Knowledge (PMBOK® Guide).

1. Jones, E. F. (2009). Scheduling 101—the basic of best practices. Paper presented at PMI® Global Congress 2009—North America, Orlando, FL. Newtown Square, PA: Project Management Institute.
2. A Guide to the Project Management Body of Knowledge (PMBOK® Guide).
3. The wide array of templates and premade forms that can be use for managing a project.

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ProjectManagement.com  

Resource Name: ProjectManagement.com

URL: https://www.projectmanagement.com/

Description:

The second resource that I would like to highlight is ProjectManagement.com. The mission of ProjectManagement.com is “To make project managers more successful.” This mission speaks for itself and the information the site provides is remarkable as they aid project managers in numerous ways. Regardless of the industry, they provide a since of community for project managers.

ProjectManagement.com is considered a one-stop shop for project managers. Users have access to experts who understand what you are going through. They answer a wide variety of questions for managers. ProjectManagement.com offers live and on demand webinars. On demand webinars are perfect for the busy professional as they allow the manager to access and view the webinars at a time that is most convenient for them. Another remarkable feature on this site is their Project Management Tool Finder. This tool finder is wonderful. When I did a search for tools related to “schedules”, there were over 7600 results. This was very impressive.

Most Helpful Thing Found

This is a fundamental resource for effective project management in any industry. The resource it so helpful because it offers guidelines, rules, and characteristics for projects, as well as both program and portfolio management. The feature that is most helpful is definitely the Project Management Tool Finder. The Project Management Tool Finder allows user to search for tools by categories, platform (i.e. Window, Linux, Mac, etc.), and features (i.e. Task Management, Customizable Reporting, Scheduling, etc.). I would use this tool finder during aspects of the project. It would be particularly useful during the planning phase to ensure everything is covered and nothing falls through the cracks.

 

Communicating Effectively

We learned this week that effective communication among all project members and stakeholders is essential for a successful project. In a face to face communication, body language is used to communicate just as much as with words. Tone is another vital aspect of communication. The tone of the communication significantly influences the recipient’s interpretation of the message.

How did your interpretation of the message change from one modality to the next?

To be honest, my interpretation of the message did not change much from one modality to the next. I work in a virtual environment daily therefore my interpretation and opinions may be somewhat biased because I send and receive emails all day. The email message conveyed the meaning in much the same way as that face to face communication did. What did change as far as the messages as they were delivered in each of the different modalities is the way I felt about the message. The descriptions below convey my thoughts and feelings about the message as I listened to them.

Email: I thought this email was fine. Even though it seemed fine to me, I understand that this email may be perceived as pushy, although it is not likely the intent.

Voicemail: The communication in the voicemail was very pleasant. It made me feel sympathetic to the caller’s issue and want to assist her.

Face to Face: Again, like the voicemail the face to face communication was very pleasant. I felt her concern and if I were in Mark’s shoes, I would do my best to get the data to her as soon as possible.

What factors influenced how you perceived the message?

Although each of the messages were the same, the email seemed to be very blunt and to the point. Having that said, is there anything wrong with that? I think that it depends on the receiver. I will say however, that I was more drawn to the pleasant voice on the caller leaving the voicemail and the personal contact from the colleague that paid a face to face visit. They both seemed very sincere and I could tell that they really did not want to bother Mark. They just needed the data so that they could complete their work.

Which form of communication best conveyed the true meaning and intent of the message?

I felt they all conveyed the true meaning, although the intent of the email message could easily have been misinterpreted based on the tone.

What are the implications of what you learned from this exercise for communicating effectively with members of a project team?

Teamwork is very vital in the workplace. To successfully work together as a team, effective communication is also key. Tone is an important part of effective communication. This is perhaps is why I felt so drawn to the voicemail and face to face messages. Dr. Stolovitch (Education, Inc. n.d.) discussed communication strategies and managing client expectations stating that project managers are diplomats. Communication is not just words – 93% of the communication is not in word, take body language for instance (Education, Inc. n.d.).

What did you learn that will help you communicate more effectively with others in the future?

As a virtual employee, I learned that I although I use email for most of my day to day communications, it may be beneficial for me to make phone calls to speak to colleagues more. Speaking to my colleagues directly may improve our communication. Effective communication minimizes potential misunderstandings in the messages that we are trying to convey.

Reference

Laureate Education, Inc. (Executive Producer). (n.d.). Communicating with stakeholders [Video file]. Retrieved from https://class.waldenu.edu

Learning from a Project “Post-mortem”

This week I learned that one of the best ways to learn best practices and avoid future mistakes on an upcoming project is to review the results and activities from a project that you have completed. This is referred to as a project post-mortem (Greer, 2010). As a former program evaluator, I put on my evaluation hat and thought to myself that this post mortem analysis seems familiar. Further, I thought this is seemed to be very much like a form of programmatic evaluation. Reading more about this form of analysis I found that it is indeed also called a post-project evaluation (Portny et al., 2008). Ah ha!

By performing the post-mortem analysis at the end of the project it provides an opportunity to analyze useful information and lessons learned. These lessons include things that went well, what worked, what did not work, as well as what could have been done differently.

Description of the Project

I recall a professional project that I worked on about two years ago. I was tasked with being the lead on a project that entailed that I, along with four other project team members, develop a course workbook. This workbook was to be used to help supplement a course that I had been teaching for a few years. Course evaluations indicated that the students felt they needed more resources and practice. Internal data also indicated that the course failure rate was hire than what was desired. Our solution was to develop this workbook.

Meetings began in the early Spring semester of 2015 as we had hope to have the workbook developed and approved by the Summer of that year, with anticipated Fall 2015 implementation date. Everyone actively participated in the meetings and shared many ideas. I began drafting the workbook and several assignments. Each time I would submit these assignments for review I would not get any positive feedback. In fact, what I received would be additional ideas and suggestions for something completely different than what I submitted for review.

The project team knew what we wanted to accomplish, but we had no written plan. Eventually, more ideas and suggestions were coming in than feedback and edits to the work that had been done. As the lead on the project I quick discovered that I was not the ‘lead’ in the way I understood. I also discovered that I had very little control or say so over the materials that were ultimately included. I eventually gave up on my ideas and allowed everyone else’s ideas to take precedence and be implemented just for the sake of getting the project completed.

Thinking back on this project, its seems that a written plan, complete with objectives, a task list, and a list of responsibilities would have been developed at a minimum, but they were not. No project ever goes as planned, but the scope of this project got away from me. It took an additional three months to complete the workbook. After the workbook’s development, another month went by as we sought approvals from the upper level leadership. As a result, the workbook was not incorporated into the course until the Spring 2016 semester instead of the Fall 2015 as intended. Having a written plan and buy in from all stakeholders, especially the upper level leadership prior to the project would have made it move faster as well as less stressful. If I had a chance to do this project over again, I definitely would ensure that we had a formal plan in place before we began.

What worked?

• Communication throughout the project
• Regularly scheduled project meetings
• Everyone shared great ideas

What didn’t work?

• Scope creep – there ended up being too many ideas.
• Lack of formal plan
• Lack for buy in when the project initially began
• Lack of true project leader

Final Thoughts

A list of lessons learned should be developed at the end of a project. This will help to ensure that the same mistakes are not repeated the next time around. It is best that post mortem analyses be carried after every project (in an ideal world). This is when the information is still fresh in everyone’s mind. However, this is not always the case and it certainly was not the case for my project. It is not uncommon that due to limited time and resources project teams immediately shift gears into the next project on their ‘to do’ list and that unfortunately, was the case for us.

 

References

Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects! Laureate International Education.

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Hello and Welcome

Hello everyone, Greetings from Florida!

I am Nicoletta Alexander. Welcome to my Project Management blog. I will be sharing various aspects of project management and using this opportunity to explore project management from an Instructional Design standpoint. I hope that you will find the information shared here helpful as well as interesting.

Enjoy and welcome!

Nicoletta Alexander A.K.A. DrAlex08

Reflection

I have learned a tremendous amount of information in the Distance Learning EDUC 6135. I reflect on this course and realize that distance learning means so much more than I thought. Distance education is defined as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (Schlosser & Simonson, 2010, p. 1). The composition of distance learning has been further described by Simonson, Smaldino, and Zvacek (2015) as four interrelated parts which are institutionally based with time and geographical separation between the teacher and student. There is interaction via synchronous and/or asynchronous communications and the sharing resources among the learning community (Simonson, Smaldino, & Zvacek, 2015). Distance learning will be the standard for many students in the next 10-20 years in my opinion. This will hold true particularly for students who are wanting to pursue their education while continuing to working full-time.

Future of Distance Learning

As I continue to reflect on the future of distance learning I realize that it is not going to decline. As a matter of fact, distance learning will likely continue increase in acceptance and make education more widespread than ever before (Kennedy, S. 2017).  In terms of the future of distance learning, it’s vital to a good understanding of the growth and progress thus far. According to Saad, Busteed, and Ogisi (2013), 5% of all adults in the U.S. are currently taking an online course. Because online courses and degrees present an enormous possibility for expanding access to college, this 5% is sure to rise.  Due the accessibility and flexibility of distance learning, working individuals will have greater opportunities for higher education. In the near-term it is predicted that fewer and fewer students will be pursuing traditional on-campus degrees (Kennedy, S. 2017).  As we move forward, more students will choose fully online or blended learning degree programs. As distance learning continues to gain authority and respect, the enrollment in distance learning programs will continue to grow.

Improving Societal Perceptions of Distance Learning

As instructional designer, I would be able to play a significant role in improving societal perceptions regarding online learning. Sharing information about it is the first step in the process of improving perceptions of distance learning. The more information shared to alleviate misconceptions and answer questions, the greater the societal appreciation for online learning and the better employer acceptance of online education will be (Saad, Busteed, & Ogisi, 2013).  Another significant means of enhancing public perceptions is to recommend valid course design and delivery methods. As an instructional designer it will also be important that I keep up to date on issues and new technologies in my field. Staying up to date on new and emerging technologies in my field will enable me to provide detailed information to perspective learner as well as others in the hope changing any negative perceptions. Most importantly, as a designer I would develop engaging courses that are student centered, not instructor centered (Simonson, Smaldino, & Zvacek, 2015).

The university experience will likely be very different by the year 2020. Higher education will continue to increase the number of online courses being delivered. As move into the future, there will be more and more students who either prefer to or have work while attending school. Having the ability to attend distance learning course will help them to achieve this. I will continue to keep abreast of the new distance learning technology and opportunities as we move into the future. I do not know exactly what the technological future holds, but I do know that there will continue to be a need for high quality learning and training at a distance for busy professional, adult learners. As a result, I will continuously improve my skills so that I can design courses that will provide quality-learning experiences.

References

Kennedy, S. (2017). Future of Distance Learning. Retrieved from http://www.distancelearning.org/future-of-distance-learning/

Saad, L., Busteed, B., & Ogisi, M. (2013).  In U.S., Online Education Rated Best for Value and Options. Retrieved from http://www.gallup.com/poll/165425/online-education-rated-best-value-options.aspx

Schlosser, L.A., & Simonson, M. R. (2010). Distance Education: Definitions and glossary of terms, 3rd edition. Charlotte, NC: Information Age Publishing, Inc.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte, NC: Information Age Publishing, Inc.

Converting to a Distance Learning Format

A training manager has been frustrated with the quality of communication among trainees in his face-to-face training sessions and wants to try something new. With his supervisor’s permission, the trainer plans to convert all current training modules to a blended learning format, which would provide trainees and trainers the opportunity to interact with each other and learn the material in both a face-to-face and online environment. In addition, he is considering putting all of his training materials on a server so that the trainees have access to resources and assignments at all times.

With this scenario in mind, presented here is a best practices guide for this trainer to follow when converting his program to a distance learning format. This guide includes information that will assist the trainer in facilitating communication and learning among his students.

Introduction

In the last two decades the use of the internet has grown tremendously. A great deal of the face-to-face learning that has been used in the past is being complemented by distant learning technology. The development of the Internet and other web resources has made distance learning more achievable than ever and the benefits of distance learning are numerous. Flexibility is one of the top benefits of distance learning and asynchronous interaction allows the learners to participate when the time is most convenient for them. These benefits present the Internet with the ability to enhance communication and interaction. An analysis by Castaño‐Muñoz, Duart, and Sancho‐Vinuesa (2014), revealed that incorporating educational technology into the classroom is the strength that leads to improvement in interaction capacity.

Pre-planning Strategies

Prior to converting learning materials to a distance learning format it is important to carefully plan the transition. The purpose of planning for this transition to online format is to establish methods to align the organization with the environment (Rowley & Sherman, 2001), in this case the online environment. Numerous issues can arise as a results of ineffective appropriate planning prior to being implemented. These issues will only delay implementation or cause the transition to be poorly executed. Many important strategies should be considered when planning and developing an online distance learning training program. For instance, the first consideration is to decide how you will determine whether or not the training is successful. This can be determined via training evaluations and pre and posttest, but this evaluation is important should not be overlooked. Also, when planning for an online training it is important to remember the needs of the learners that will be involved.

Another key pre planning strategy is that the training manager in this scenario will need to solidify and be very clear the format being used. Since the trainer is new to this blended format, he will need to ensure that he is able to use this new learning model with proficiency. He also should look into all of the instructional materials and determine how best to convert them to a format that can be used online effectively. It is essential that the training manager be as familiar as possible with these materials as they can to better assist the learners (Simonson, Smaldino, & Zvacek, 2015). Of further importance, appropriate training and technology support for him as the trainer and for the learners. “Teaching with technology to learners who are not physically located in the same site where instruction is taking place requires a different set of skills and competencies than traditional education” (Simonson, Smaldino, & Zvacek, 2015). When comparing the traditional classroom to the online classroom, we must consider that some of the techniques used in a traditional classroom will not directly translate into a distance education method. Levy (2003) inferred that learners who complete orientation, student socialization, and training prior to their online courses had more successful outcomes in the courses. As for the instructors, it is equally as important they complete training program(s) successfully to familiarize themselves with the technology and assist with any revisions to the instructional strategies being used (Levy, 2003). Students and instructors should also to have adequate technology skills, so training and support may necessary in this area as well.

Enhancing the Original Training Program

For this scenario, it is very beneficial that the training modules are already developed so as they are being converted to an online format, the training manager can enhance the content.  The modules can be converted into some form of presentation software such as Prezi presentations, Power Point, or other multimedia software. The use of multimedia presentations can enhance content delivery and improve learner engagement. Converting training materials from a face to face format to a blended learning format allows the trainer the opportunity to enhanced the materials in such a way that both learning and interaction are improved. The technology tools that are available for content enhancement are numerous. Examples of these tech tools include video, multimedia presentations, graphics images, wikis, and podcasts. Each technology tools can play a role in enhancing the content since it is not “what technologies are used, but how they are used what information is communicated using the technologies” (Simonson, Smaldino, & Zvacek, 2015).

Blended Learning

Before discussing blended learning further, distance education in general must be defined. Distance education has been defined as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (p. 1) Simonson, Smaldino, and Zvacek (2015), further describe that there are four interwoven pieces that comprise distance education which are that it is again, it is institutionally based and not a self-study, there is a time and geographical separation between the teacher and student, interactive synchronous and asynchronous telecommunications, and the sharing resources among the learning community” (p. 33).

Blended learning is defined as a combination of face-to-face instruction with approximately 30-79% of instruction delivered online (Simonson, Smaldino, & Zvacek, 2015). Historically, face-to-face learning was the single solution of choice for most businesses but the use of virtual blended learning provides a combination of the best of both worlds. This diagram below “Virtual blended learning” by GlobalEnglish (2017) illustrates what has emerged as new solution—virtual blended learning—for this trainer.

 

Changes in the Trainer’s Role

The role of the trainer will certainly change as the training delivery method changes How will his role, as trainer, change in a distance learning environment? The key role of an online instructor or trainer is to demonstrate efficient training and assume “the responsibility of keeping discussions track, contributing special knowledge and insights, weaving together various discussion threads and course components, and maintaining group harmony” (Rohfeld & Hiemstra, 1995, p. 91).  After the conversion he will no longer be just the training manager but he will also take on the role of facilitator.

Ultimately, the trainer’s role is now to facilitate the trainees’ learning within the blended learning environment. The trainer’s role in the online discussion is to encourage critical thinking and knowledge transfer (Palloff & Pratt, 1999) so that this training is effective. Trainees need to participate in order to learn, and the facilitator is there to encourage them to respond to one another (Freeman, n.d.). As the facilitator, he will ensure that students engage in meaningful discussion, critical thinking, through good participation. One important roles served by the trainer is to help lessen the feelings of isolation some trainees may experience online because this may be very different from what they are used to.

 

 

Encouraging Trainees to Communicate Online

The trainer will need to choose methods of instruction and training that will provide the trainees with enough interaction to keep them on task while encouraging them to explore other options and communicate with their classmates or online peers (Simonson, Smaldino, & Zvacek, 2015).

 

“Adults are motivated to learn after they experience a need in their life situation. For that reason, learning needs to be problem-focused or task-centered” (Knowles, 2005).

According to Castaño‐Muñoz, Duart, and Sancho‐Vinuesa (2014), from the students’ point of view, it is more advantageous for the students to interact with one another in the learning process than to search for information individually. Further, technology in the blended environment can be used to replace and improve current activities, for example, instead of creating a handout with a series of questions, the trainer could, instead, post a discussion question online using a discussion board or discussion platform (Tucker, 2013). This will increase the level of online communication.

The success of an online course is significantly determined by just how actively engaged the students are. The trainer must bear in mind various types of learner interaction. The blended training must be set up in a way that would “emulate an instructor’s guidance and interaction” (Boling, et al 2012). Boling, et al (2012) allege that this type of guidance and interaction plays a “huge role in establishing a sense of community over the web for the learner given there is no physical setting”. Learners want a sense of community, so courses should be designed to foster this sense of belonging. This feeling of connectedness can be achieved by incorporating a significant amount of interactive multimedia as well (Boling, et al 2012). The secret to success of an online course is not which technologies are being used, but rather the way they are used and what material is revealed through the use of the technologies. 

Closing

In summary, the purpose of this guide was to provide the user with several best practices. The trainer in this scenario should be able to use this guide when converting his current training program to a distance learning format. These skills if used consistently will aid the trainer in facilitating communication and delivering highly successful learning among his students. By keeping an open mind and listening to the feedback from his participants, he will continue to alter and improve the trainings.

 

 

References

Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the distance in distance education: Perspectives on what promotes positive, online learning experiences. The Internet and Higher Education, 15(2), pp. 118–126,,

Castaño‐Muñoz, J., Duart, J. M., & Sancho‐Vinuesa, T. (2014). The Internet in face‐to‐face higher education: Can interactive learning improve academic achievement? British Journal of Educational Technology, 45(1), 149–159.

Global English (2017). Virtual blended learning. Retrieved from http://www.globalenglish.com/why_PEBS/blended_learning

Levy, S. (2003). Six Factors to Consider when Planning Online Distance Learning Programs in Higher Education. Online Journal of Distance Learning Administration, 6(1).

Rohfeld, R. W. & R. Hiemstra. (1995). Moderating discussions in the electronic classroom. In Z. Berge and M. Collins Computer Mediated Communication and the Online Classroom Volume 3: Distance Learning. (pp: 91-104) Cresskill NJ: Hampton Press.

Tucker, C. R. (2013). The basics of blended instruction. Educational Leadership, 70(6), pp. 57–60. Retrieved from http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/The-Basics-of-Blended-Instruction.aspx

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte, NC: Information Age Publishing, Inc.

Defining Distance Learning

Distance learning is a fascinating topic. I have had experience with distance learning as both a learner as well as an educator. Perhaps these two distinct perspectives are the reason that I am so fascinated by the subject. I first discovered online learning back in 2001. At that time, it was not as nearly widespread as it is now. I was working in the field of public health and wanted to further my education in the field. Despite there being three local universities and one community college, there were no public health programs being offered at the time. During an internet search I was able to locate several programs out-of-state, but I was not in the position nor was I willing to relocate at the time. During this search, I also found a few programs that were offered online. I had some reservations at first, but I quickly discovered that distance education was the only option for me to pursue an advanced degree in my chosen field, so that is what I did.

Over the last two decades, distance learning has grown significantly in higher learning institutions because it is flexible and available to learners regardless of their physical location (O’Lawrence, 2007). In this week’s blog, I will discuss and define ‘distance learning’. I describe the evolution of distance learning. I will also focus on why the definition is constantly evolving and the factors that drive this evolution.

Personal Definition of Distance Learning

My definition for distance education is a simple one. I define distance education or learning as education that takes place when the student is not physically located at the institution providing the education. Everyone does not live close to a higher education institution. Further not everyone is prepared or able to move in order to pursue their educational goals. This certainly was the case for me.

Formally, distance education has been defined by Schlosser and Simonson (2010), as “institution-based, formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources, and instructors” (p. 1). Simonson, Smaldino, and Zvacek (2015), further describe that there are four interwoven pieces that comprise distance education which are that it is again, it is institutionally based and not a self-study, there is a time and geographical separation between the teacher and student, interactive synchronous and asynchronous telecommunications, and the sharing resources among the learning community” (p. 33).

Revised Definition of Distance Learning

I do not think that my definition of distance learning has really changed. I think since I am a student in her second online educational program as well as an online instructor, I already had a firm grasp of the subject so I have not revised my definition. I think that the new information that I learned this week further supports thoughts and definition. Although my personal definition has not changed, I do believe the as time moves forward these changes are based on a person’s profession and their level of technical knowledge.

Author and CEO Tony Bates (2008) has described distance is more likely to be psychological or social, rather than geographical, in most cases. I completely disagree with this. O’Lawrence (2007) states that distance learning is any sort of instruction in which the student and teacher are separated by physical distance. This supports my argument that distance in education is not more psychological or social rather than geographical.

Future of Distance Learning: Evolution and Change

The evolution of distance education has had a considerable effect on higher education and technology is a key component. To keep up with changing technology, it will be necessary to develop ways to further expand course delivery systems and other programs for learning and teaching in higher education. The increase in the number of nontraditional students (adult learners) enrolling in higher education requires an alternative and more flexible course delivery system to meet students’ needs (O’Lawrence, 2007). Likewise, the need for employees to obtain new skills without disturbing their working lives for extended periods of time is warranted (O’Lawrence, 2007). Nevertheless, distance learning is not for everyone so there will still be many supporters of face-to-face instruction. There are some educational programs that currently do not lend themselves to being provided in an 100% online environment (distance education). I suspect as technology continues to evolve that this may someday change.

Mind Map

This mind map graphic illustrates my definition of distance learning.

References

Bates, T. (2008). What Is Distance Education? Retrieved from http://www.tonybates.ca/2008/07/07/what-is-distance-education/

O’Lawrence, L. (2001). An Overview of the Influences of Distance Learning on Adult Learners. Journal of Education and Human Development. 1(1). Retrieved from http://www.scientificjournals.org/journals2007/articles/1041.htm

Miller, G. (2014).  History of Distance Learning. Retrieved from http://www.worldwidelearn.com/education-articles/history-of-distance-learning.html

Schlosser, L.A., & Simonson, M. R. (2010). Distance Education: Definitions and glossary of terms, 3^rd edition. Charlotte, NC: Information Age Publishing, Inc.

Simonson, M., Smaldino, S., & Zvacek, S. (2015). Teaching and learning at a distance: Foundations of distance education. Charlotte, NC: Information Age Publishing, Inc.

 

Welcome to Distance Learning!

Hello everyone, Greetings from Florida!

I am Nicoletta Alexander and I currently reside in Florida although I am a New Orleans native (Go Saints!).  My academic background includes a Ph.D. in Health Sciences and a Master of Public Health.  My undergraduate degree is in Health Information Management.  I am a faculty member teaching courses in the Master of Public Health Program. I have been teaching for about six years. I also mentor doctoral students through their dissertation process.

On a personal note, I enjoy spending time with my husband and 7 year-old son.  We love to travel and visit extended.

Enjoy and welcome!

Nicoletta Alexander A.K.A. DrAlex08