Review your group's (r)evolutionary grid.

What are your thoughts about the

grid as a learning tool and the process used to create the grid?
2.
Go back to your original definition of DE. What aspects of the course have
influenced your understanding of DE? Based on what you have learned in the
course, revise your original definition accordingly---and explain why you have
changed (or not changed) your definition in the way you have.
3.
Consider the overall course objectives (see the Course Syllabus). Were all
or most of these objectives achieved? If so, in what ways and to what degree?
4.
Take some time to reflect on your study group experience: What did you
think about the experience of working together to create a collaborative
document? What worked? What did not? What could your group have improved
in order to realize a more smooth process? What do you see as benefits (or
drawbacks) of online collaboration? How do you think the activity could be
improved?
1.

The group grid that my group created shows key information that demonstrate the growth
and evolution of distance education. The headings are broken into the following categories:
larger context, theorist/ways of understanding, institutional and organizational development,
prevailing teaching/learning theories/methodologies/prevailing views of the role of the teacher
and the role of the learner, predominant technologies and key authors. There are three waves that
summaries the evolutions and adaptations in DE. This is a great summary tool that demonstrates
the changes in one single place. Though I think there is value in this grid, I do not think that the
group aspect for this project was necessary. It removed some of the responsibility of participating
in the reflections and summaries of each wave as some people let others handle the majority of
the work.
Upon review my groups grid, my definition of distance education has not changed. It
still remains
Distance Education is learning that takes place usually at different times and locations for
the teacher and the group of students through the use of technology and other media. This
form of learning is usually advantageous for adult learners or other groups of students
who may not have access to other forms of education due to geographical, financial, or
personal situations.
I think that the main reason that my definition has not changed much from since wave 2
is because all the information that we have learned including theories, concepts, and ideas are the
pillars of this umbrella definition. Connectivism, heutagogy, social presence, community of
inquiry, andragogy, transactional distance, etc. are all part of this overarching definition. They
are smaller elements that shape and fit the definition above. A better question than how has the
definition changed is, How does the information learned in class fit within your definition? If it
does not, what changes need to be done to the definition in order to accommodate your newly
acquired knowledge? This question provides the learners, us, with the opportunity to reflect and
see how the concepts covered fit within DE. It forces us to make connections between what we

are learning and what DE is. If they do not fit the definitions we came up with, it challenges us to
alter the definition.
This class has definitely touched base on the six knowledge outcomes set out by the
syllabus. I can honestly say that each of those objectives was met and that the course
assignments and reading helped achieve those. I do wish, however, that we had more time with
each individual one to deepen the knowledge. Although everything was covered, at times I felt
rushed without fully being able to understand or make connections between ideas and concepts.
The specific skills were also met though some more than others. I would say that using
collaboratively tools to create content was done through the group grid but I do not believe that it
was a useful and collaborative experience. Maybe other groups had a better system but I felt the
numbers of students in our group was too large. It allowed for member to slip through the cracks
and made it very difficult to manage their participation. Also, because of the large size, some
students let others do the majority of the work. If the group element is essential for this task, I
would suggest making the groups smaller. Each group should have no more than three students
so that there is a clear and definite need for all member to participate.
Overall, I was pretty disappointed with the collaborative work in this class. Not because
there werent opportunities but because of the information presented above. I wish that the grid
was done differently, either in smaller groups or individually. Another obstacle that I think
contributed to the lack of communication and engagement in my group at least was the fact that
there were so many other assignments and readings happening at the same time that the grid did
not become a priority. Again, I think that the mentality of many was that someone else would
pick up the slack since they were personally so busy with all the other activities for each week. I
would have to say that very little worked well for our group. I wish there had been more
instructor involvement to stimulate group members so that they participated in the activity. There
were few members in my group I would like working with again as they carried their own weight
and contributed valuable information to the grid.
With any group project where there is not a personal connection between the members it
will be difficult to get everybody on task and on the same page. Participating in an online group
project where we do not know each other and only interact through discussion posts makes it
difficult to build the sense of community and to ensure that everybody is learning together.
Instead, it becomes an I added three points so I am done type of mentality.
It is important to note that for many students this course was the first class in the
program. Expecting them to participate in a group setting with little scaffolding and support plus
the large amounts of readings and activities can seem a bit unreasonable. The semester before I
completed the M.Ed. online program at UMUC and I have to say that this course was much more
exhausting than many of the upper ones in the other degree. In order to improve the learning
process, there should be a learning curve to ensure that all students know how to participate and
what their role is in a group project.