Overcoming Barriers to Distributive Learning

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Overcoming Barriers to Distributive Learning

• A Systems Approach
• Michelle Drefs
• Vivian Lalande
• University of Calgary

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Agenda

• Distributed Learning Programs in the Division of
  Applied Psychology, University of Calgary
• Systems of Influence and Associated
  Barriers/Solutions
• Individuals
• Educational Programs
• Educational Institutions
• Existing Knowledge
• Discussion

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Distributed Learning

• Academic courses and programs are completed fully
  or partially online.
• Advantages
• Provides flexibility increases accessibility
• Allows for the integration of a variety of
  instructional methods , e.g., asynchronous
  real-time
• Provides instructors with flexibility to
  customize learning environments to meet the needs
  of diverse student populations

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Current Uses of DL

• DL is widely practiced in Canadian and American
  universities (Garrison Vaughn, 2008).
• Particularly abundant within the fields of
  education and business.
• Currently a paucity of graduate DL programs in
  psychology.

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Distributed Learning Division of Applied
Psychology, U of C

• Master of Counselling, Post-Graduate Certificate
  in Counselling and Post-Masters Certificate in
  Counselling.
• Master of Education in School and Applied Child
  Psychology

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Counselling Program

• 9 Core courses and 3 options
• Online Components
• Asynchronous
• Access 24/7
• Modules
• Discussion Boards
• In person components
• 5 courses

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MC In-person Learning Components

• Developing a working alliance course
• Summer institute
• Counselling interventions
• Summer institute
• Assessment in counselling
• Summer institute
• 2 practicum courses
• Each course requires attendance at 2, 14 weekend
  seminars

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School Psychology Program

• 17 core courses, 1 elective
• Online Components
• Synchronous Asynchronous
• Weekly Elluminate class sessions
• Weekly Clinical Sessions
• Bi-monthly research seminars
• In-person components
• 3 practicum 1200 hour internship

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Practicum Options

• Option 1
• Off-site under supervision of licensed
  psychologist in the community
• Attend weekly online class sessions
• Option 2
• On-campus through U-CAPES
• Option 3
• Online through U-CAPES
• Team with Option 2 students
• 1 week required attendance

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Best Practice Principles for DL(APA Task Force,
2002)

• Access
• Learning Community
• Faculty Support
• Student Support
• Curriculum Instruction
• Evaluation Assessment
• Institutional Context Commitment
• Facilities Finance
• Library Learning Resources

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Conclusions(APA Task Force, 2002)

• Increased use of technology in both psychological
  service and training is inevitable and is
  generally accepted in higher education circles.
• Shifts in technology have the potential to
  dramatically impact the way in which education
  takes place, opening up many new opportunities.
• Technology itself is neither inherently good or
  bad. Distance education can either be done well
  or done poorly. The important issues are not
  technical but curriculum-driven and pedagogical.
  
• APA (2002). Principles of Good Practice in
  Distance Education and Their Application to
  Professional Education and Training in Psychology

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Professional ProgramsBarriers to Distance
Learning

• Few professional psychology programs are offered
  by distance
• False assumptions prevail regarding need for
  in-person instruction for the development of
  particular competencies (e.g., practicum)
• Accreditation and professional associations
  require residency requirements

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Systems of Influence Barriers and Solutions in
Distributed Learning

• Individual
• Student and instructor
• Educational program
• Educational Institution
• Existing Knowledge
• Professional Organizations
• Technological and Instructional

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Systems of Influence
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Systems of Influence

• Systems consist of multiple levels of activities
• The levels are not distinct but interact and have
  mutual influences
• The whole can be greater than the sum of the parts

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Individual Barriers

• Student and instructor attitudes to online
  learning
• Lack of experience in distributed learning
  environment
• Student isolation and lack of support
• High tuition and materials costs
• Poor communication, lack of feedback, no sense of
  community

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Educational Programs

• Curriculum design does not facilitate student
  motivation and involvement
• Set up costs can be discouraging to university
• More time to design course so it includes clear
  instructions, well coordinated real time
  interactions and user friendly tools
• Issues of intellectual property for faculty
• Perception that curriculum is of poor quality
• It can be difficult to assess students at a
  distance

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Educational Programs Practicum Courses

• Relevant guidelines for Counselor education
  delivered through on-line instruction
  (Association for Counselor Education and
  Supervision)
• The learning outcomes need to have same standard
  of quality for both in-person and distance
  practicums
• The decision regarding how best to deliver course
  content needs to be guided by the specific course
  objectives (combination of in-person and online)
• The physical environment for this meeting must
  meet the students educational needs
• Sensitive information be exchanged with adequate
  security measures

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Educational Institutions

• Acknowledgement that teaching online is
  equivalent to in-person instruction.
• Similar course approval processes to ensure
  quality
• Adequate technical, instructional and financial
  support
• Adequate student support services for distance
  students

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Existing Knowledge Professional Organizations

• There are increased challenges to revise current
  accreditation guidelines for distance learning
  programs
• Assumption that professional psychology training
  must occur in a traditional classroom setting
• At odds with research results regarding outcomes
• Criteria and standards are developed that can be
  higher than those for traditional programs
• Standards can be based on criteria that are not
  appropriate for other forms of instructional
  delivery

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Existing KnowledgeTechnological / Instructional

• Advanced technological resources are important
• Design curriculum to be adapted to online
  learning environment
• What is most important is how courses are
  designed and delivered

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Discussion

• How would you add to or change the model?
• How would you address barriers at each of the
  levels?

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Systems of Influence
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Overcoming Barriers to Distributive Learning A
Systems Approach

• Thank- You!
• Michelle Drefs
• Vivian Lalande
• madrefs_at_ucalgary.ca