Many initial distance education web applications consisted solely of making the instructional materials available online. In doing so, appropriate methods of online education and communication and multimedia capabilities of the Internet and web were usually not used .
Designing a distance education system for a course or a subject requires a detailed definition of the educational goals and objectives beforehand.
Educational conditions set certain limits and provide possibilities, and are defined by the following questions which need to be answered during the preparation for online instruction:
- Who are the participants and what are their characteristics?
- What changes in the participants do we want to achieve with online education?
- What are the technological, organisational and other possibilities and limitations?
When designing an online educational system the participants should be in the center of interest and the following questions should be answered:
- What us the level of participants’ previous expert knowledge and skills ?
- What are the participants’ expectations and what is their motivation?
- To what extent do the participants use information technologies ?
- What knowledge, skills and other capabilities should the participants acquire?
- How will the participants’ knowledge be measured and what are the criteria for their success?
- Should a curriculum be developed and what subjects/courses will be included in it?
Technological possibilities in design of online educational system are related to available methods of presentation of educational content, the communication with the participants, as well as between the participants, and the Internet connection speed that the participants have at their disposal.
Organisational possibilities are related to the way and quality of the development of educational materials, as well as to the number and ability of the teachers, instructors, coaches and/or mentors who will participate in distance education.
Technological and organisational possibilities, combined with educational conditions and goals, determine the ways distance education is delivered in comparison to traditional instruction :
(a) traditional instruction dominates , supplemented by online education from time to time only;
(b) traditional instruction and online education are conducted in approximately the same proportion;
(c) online education dominates , while traditional instruction is occasional and of a smaller proportion ;
(d) instruction is almost entirely conducted online , with rare face-to-face meetings;
(e) instruction is conducted entirely online without face-to-face meetings with the participants.
Blended learning is an approach which combines traditional instruction and online education. Blended learning is the most appropriate choice when the participants are not sufficiently independent and motivated to use a distance education system, when they should be previously trained and prepared for online education, as well as in cases when the unavoidable/obligatory instruction or courses (in the classroom, laboratory, training centre etc.) should be supplemented with more modern sources and methods of acquiring knowledge.
Ideal participants of online education are independent and experienced users of LMS systems, they are motivated and feel the need to learn, they are disciplined and organised, like to solve problems online, trained to use computer technologies and the Internet, they are competent in computer-mediated communication, have appropriate previous knowledge for participation in the instruction/course and have sufficient time for online education etc. Ideal participants will have no problems coping with the requirements of strictly online instruction or course. Of course, ideal participants are very rare so educational methods should be adapted to the real participants and use blended learning according to the needs and in the appropriate amount.
There are numerous positive effects if modern technologies and pedagogical methods in online education are appropriately applied:
- greater activity of the participants,
- more complete educational experience,
- developing critical thinking and problem solving,
- possibility of better preparation of the participants’ answers owing to asynchronous work,
- encouragement to learn in collaboration with others,
- directing the participants to independent search for information.
There are several options to guide the participants through learning and to manage the educational process . In some cases the lecturer/instructor manages the work of the participants to a high degree as well as provides educational topics, content and tasks, sets the deadlines and schedules work, helps and guides the participants, as well as evaluates them and communicates with them intensively. In other cases the participants are more independent and work alone in the L MS system, where they pace the tempo, set the order of educational content that they will learn as well as set the intensity of communication with the instructor/mentor.
Pedagogical methods in distance education are related to different types of individual and group work. When choosing teaching and learning methods, bear in mind the number and characteristics of the participants, the available technology and educational goals.
Tips & tricks: Pedagogical approaches and methods are important factors for success in online education. Avoid the mistake of insufficient planning of teaching methods. Do not put the content on the web first and then think how to apply a certain teaching method. Devote at least 10-20% of the development time of an online educational system in a course/subject to research activities and plan the pedagogical methods, bearing in mind the characteristics and educational needs of the participants as well as the available resources.
