The impact of open sources

       While reviewing the resources available for distance learning, I found it fascinating that there are free online courses available for learners who want to expand their knowledge. Open Yale courses provide essential components of distance learning.

            Although these courses are designed differently than the distance learning courses used on course management systems, it was evident that these courses are well designed in their story board. Each course obtains a breakdown of each week with the unit of study. This reflects how effective the unit, weeks, and months are distributed for the content (Laureate, 2009). The syllabus for each course is general which includes the purpose of instruction, course requirements, and resources.

            In regards to the learning environment, it establishes a positive atmosphere. Learners are able to easily manage through the content and resources designed for each week comfortably (Simonson, 2012). In addition to learning environments, learning communities are established when learners interact with the materials and peers (Simonson, 20012). Although it is the educators’ role to facilitate the learning environment of a course, it is ultimately the participants who are held responsible for the success of the learning environment (Simonson, 2012). With most courses in Open Yale, study groups are available for students to join for course discussions. This demonstrates the accessibility of social interaction similar to traditional distance learning courses. However, it is only an option for each course and does not determine the quality of discussion among peers.

            The course designer includes activities for learners to reflect on their learning; however the only drawback from Open Yale is that most activities come from the text required for the course. There is little opportunity for application assignments to include outside resources. In my opinion, I believe this questions how effective learners are able to apply their knowledge using outside resources. Each activity is assigned with text readings, so if a student does not obtain the text for the course, their accessibility to complete assignments is limited. It is outlined in the course syllabus, so the quality of assignments would reflect the learner’s initiative to purchase the text. Due to the format of the course, instructor feedback is not an integral component for open courses. Each course provides lectured videos so that the instructor is able to convey the content to the learner. Although this type of media is embedded there is no interaction among the educator and learner present in these courses. Therefore students will not feel obligated to complete the assignments and learning is self-directed and self-monitored.  

           The use of open courses provides an educational opportunity to grow intellectually. Based on is distance learning components, it does not seem designed for the beginning learner to acquire the most effective learning experience. Indeed, the accessibility of materials may appear to be easily accessible, however communication among the facilitator and peers are important to enhance learning. Unfortunately open courses lack this source for distance learners. 

Resources

 Laureate Education Inc. (2009) (Producer). Planning and Designing Online Courses [video]       [transcript]. Dr. George Piskurich

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a        distance: Foundations of distance education (5th ed.) Boston, MA: Pearson