Introduction to Massachusetts Institute of Technology (MIT) Open Course Ware MIT takes pride in being one of the first institutions to offer its course materials, used in the teaching of almost all undergraduate and graduate subjects available on the web, free of charge, to any user anywhere" (MIT OpenCourseWare - Fact Sheet). Introduction to Biology is an excellent example of a course which was planned for a distance audience. Clearly, the use of the Web as a vehicle to disseminate information, and the separation of teacher and instructor in time and space, define MIT as a distance provider. However, this does not indicate that Introduction to Biology falls into the category of distance education. According to MIT News, April 2001, MIT Open CourseWare is "not a distance learning initiative because distance learning involves the active exchange of information between faculty and students, with the goal of obtaining some form of a credential" (para 6). Moreover, the degree to which course objectives could be aligned with learner characteristics is limited. In fact, MIT courses represent a repository of material which could be used for educational research, to assist institutions in the development of new curriculi, and also to provide students with study materials which could support their studies in the different subject areas (MIT News, April 1 2001, para 9). Introductory Biology Shows Some Evidence of Pre-planning for a Distance Audience Notwithstanding the above, the structure and organization of Introductory Biology show some evidence of pre-planning for a distance audience. In the first instance, the very detailed syllabus suggests that MIT recognizes that the syllabus represents an important point of reference for distance learners, because it helps the learner"to understand the structure of the course, its expectations, assignments and the assessment process" (Laureate Education Inc; Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009) p. 191). The following video clip illustrating the structure of MIT Course - Introductory Biology. During the planning and design phases, instructional designers add the required course materials and resources to the distance environment, in a format which allows distance learners easy access. This ensures the quality of the distance learning experiences (Simonson, M., et al ,2009, p. 191). The availability and accessibility of course material and resources on the course site suggest some level of pre-planning. Moreover, the provision of course materials, assignments, recitations, and answer sheets for assignments also indicate some degree of planing for a distance audience. Further, these resources are rendered in PDF format which not only allows access to course material; but students can also download these resources to their local desktops. Worthy of note, also, is the capacity, built into the course, for translating course content into at least three other languages beside English. This too suggests that distance learners, whose native language was not English, were considered during the planning, design and developmental stages of the course. Does Introductory Biology Align with Recommendations for Online Instruction? Although the course had some characteristics of an online course, it does not meet many of the requirements of a distance course. The main strategy employed was lecture videos , some of which had a duration of over 40 minutes. This points to an instructor-centered , rather than the preferred learner centered approach. Simonson et al (2009) posit that a "learner centered approach fits well into distance environments" (p. 185). Distance learners cannot be passive, they "must participate in the learning process" (Simonson M., et al 2009, p. 185). Other strategies that promote active learning include "small-group discussions, debates or virtual field trips ( Simonson M., et al 2009, p. 192) Simonson et al (2009) also emphasize the role technology in promoting student interaction, and enhancing the learner experience. Additionally, they recommend the use of "threaded discussions" which they describe as " one of the most powerful techniques in distance education" (p. 186). The value of online discussions hinges on the fact that they engender a collaborative environment where "students learn from each other, teach each other and construct knowledge together (Simonson, M., et al ,2009, p. 187). Blogs, Wikis are also examples of Web2 collaborative tools which could be used to motivate students and promote constructive learning. There is no evidence of the employment of any of these strategies in Introductory Biology. Additionally, authentic distance courses are imbued with different layers of dialogue, and interactivities between the learner, content, and the instructor. These interactivities facilitate the learning process. Communication tools such as e-mail , bulletin boards promote learner-learner and learner-instructor communication. Learner-content interactivity is the only significant type of dialogue in the course, Introductory Biology. Besides the voluntary study groups which foster, learner-learner interaction, and the learner engagement with the course content, there was no further evidence of interactivity in the course. While answer sheets are detailed enough to provide significant feedback for learners, they still cannot substitute effectively for instructor feedback. Thus, there is no real dialogue between the learner and the instructor in the Biology course environment. Do Course Activities Promote Learner Success? Given the diverse characteristics of the MIT audience, one must admit that the strategies employed were not designed to meet the needs of its potential learners. The study group represents the only effort to engage learners in any kind of collaborative activity. This lack of participation hinders deep learning, and demotivates students. In this regard, Simonson et al (2009) graphically describe passive learning as the "kiss of death for distance education" ( p. 192). Further, Videos were lecture style and had a duration of almost an hour. All other course material was pdf downloadables. . Conclusion Although, attempts were made to include authentic scenarios in assignment problems, one must conclude that Introductory Biology not designed to motivate, and engage learners in a distance learning environment. The course does exactly what it was designed to do i.e. to provide distance learners and educators with a repository of information which could be used as study material or curriculum content. However, I believe that we should commend MIT for employing the study group strategy to promote student collaboration, and also for providing us with such a rich repository of learning objects. Thank You MIT. References: Laureate Education, Inc. Walden University. (2011) "Planning and Designing Online Courses" [Video Webcast]. Retrieved from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4894962&Survey=1&47=7389572&ClientNodeID=984650&coursenav=1&bhcp=1Massachusetts Institute of Technology Open CourseWare. (Fall 2004) 7.012 Introduction to Biology. Retrieved from: http://ocw.mit.edu/courses/biology/7-012-introduction-to-biology-fall-2004/index.htm Mc. Phail, S., (2011, July 29). Evaluating MIT courseware. [Video File]. Retrieved from: http://www.youtube.com/watch?v=Qavckl1UuHA MIT News (April 01, 2001, Retrieved from: Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., (2009). Teaching and learning at a distance, foundation of distance education (4th ed.). New York: Pearson |
No comments:
Post a Comment