Learning Outcomes across Instructional Delivery Modes
Bosede Aworuwa (Texas A&M University-Texarkana, USA) and Robert Owen (Texas A&M University-Texarkana, USA)
Copyright © 2009.
OnDemand Chapter PDF Download
Download link provided immediately after order completion
List Price: $37.50
Instant access upon order completion.
DOI: 10.4018/978-1-60566-198-8.ch195|Cite Chapter
A discussion of distance learning usually entails a wide range of instructional and learning activities, instructional delivery modalities, and learner interactions characterized by some distance between the teacher and the learner, and mediated by a variety of technological tools (Schlosser & Simonson, 2002; Tiene & Ingram, 2001). The tools available for the delivery and access to learning materials contribute in large measure to the kind of experiences that learners have with distance learning. Distance-learning delivery and access tools have radically evolved in recent years with the advent of new and mostly Web-based technologies. Podcasting, virtual communities, and social networking tools, such as Facebook and MySpace, all have implications for how current and future learners access and even cocreate contents of instruction locally and at a distance (Appel, 2007).
Instruction offered to the distance learner today falls into a range that can be categorized along a quasi-continuum of modalities. On one end of the continuum is the traditional face-to-face instruction delivered by a live instructor to students in other locations through distance media such as the interactive television and live Web cast. On the other end of the continuum is the completely automated instruction in which the machines take the place of a live instructor to provide learners with dynamic interaction with course content, as in the case of online simulations. In between these two modalities are hybrids or blended models in which face-to-face instruction is combined with the use of various online tools. These include the information assistance model in which the Web is used as a placeholder for course syllabi and other class information, Web-assisted or Web-enhanced instruction (Dabbagh, 2000) in which some of the course activities are carried out with the aid of the online tools such as e-mail, discussion board, listserv, and fully online instruction in which students’ interaction with each other, course materials, and the instructor is totally through online means.
As we move from left to right of this continuum, there are trade-offs in educational outcomes of delivering instruction as described in this continuum. For an insight into outcomes that might be lost or gained, the authors propose that educators revisit some various taxonomies of educational outcomes that have been in use in education and training for decades. Although some researchers have taken issue with the idea of a hierarchy in the taxonomies of educational outcomes, the present authors propose that thinking in terms of a hierarchical structure to learning, where there can be “higher order” and “lower order” outcomes, might be a useful way to begin thinking about what might be gained or lost as we change the structure of course delivery.
Complete Chapter List
Search this Book:
Patricia L. Rogers, Gary A. Berg, Judith V. Boettcher, Caroline Howard, Lorraine Justice, Karen D. Schenk