Distance Learning

Web 2.0 coupled with various social software such as social media, blogs, wikis, podcasts, tagging and social bookmarking, multi-media sharing, as well as RSS and syndication, are all valuable resources in expounding upon distance education.  These technologies “…enable conversation, dialogue, and the building of social rapport” (Lee, M.J.W. & McCloughlin, 2010).  Prior to these technologies being available, distance learners felt isolated.  The lack of interaction with their co-learners and the lack of immediate feedback from their instructors led to learners becoming disillusioned, a lack of motivation and enthusiasm for instruction, and ultimately dropping out of their programs.  As a student participating in a distance learning program, and a facilitator of learners who are spread out across the country, I embrace the advantages of social software.  An example of how we are incorporating social networking into our curriculum is the implementation of a Facebook page.  The purpose of the page is to bring learners together from wherever they may be located, and create a sense of community.  Within this environment we post videos, job aides, and access to other online learning resources.  This Facebook page provides them an environment where they can openly share and learn from one another. 

The most important implication of social software for distance education are the new possibilities for extending and enriching the learning experience, reducing isolation, and utilizing the power and immediacy of the available tools to support the core learning process of reflection, collaboration, knowledge creation, creativity, discussion, and social networking (Lee, M.J.W. & McCloughlin, 2010).

Mobile Technology

 “One of the main barriers of learning in distance education is the absence of interaction in a learning environment” (Makoe, 2011).  Use of mobile technology connects learners with one another and the educator, builds a sense of community, and bolsters interaction between the educator and the learners, and supports learner to learners.  Educators are able to spark discussions through SMS (short messaging systems) and provide access to audio and media-rich resources, such as podcasts and You Tube videos.  Mobile technology can also be used to provide small chunks of information real-time, or whenever the learner needs it the most.  Even developing countries and more rural areas where computers may not be accessible are embracing mobile technology.  “In South Africa alone, the cell phone penetration is estimated at 98 percent. A recent survey found that 39% of urban South Africans and 27% of rural residents are now browsing the internet from their cell phones” (Rao, 2011; Makoe, 2011).  In the world of Parts and Service training, we are using mobile technology to help the service advisor educate himself, as well as his customers.  We are doing this by deploying content through our Mobile Learning and Resource Environment (MLRE) (www.hondamlre.com), which can be access via a smart phone or tablet.  We have also provided service advisors a mechanism to provide us feedback relative to the functionality of the environment and how well it is serving their needs.  In an effort to sustain training full circle, we have integrated exposure to the MLRE into our workshop curriculum as well as our web-based training.  “The use of technology is an essential component of supporting multi-way communication in the education transaction” (Garrison, 2009; Makoe, 2011).

References

 Veletsianose, G. (Ed.). (2010). Emerging Technologies in Distance Education. Edmonton, AB: AU Press,

            Athabasca University.

Makoe, M. (2012). The pedagogy of mobile learning in supporting distance learners. Retrieved from:  

                http://uir.unisa.ac.za