Think about yourself as an adult learner in this program. Many of the readings this week talk about learning spaces in the context of the physical university setting. What is your reaction to these readings when thinking about your context of online learning in a virtual space? Consider how formal learning is changing under the influence of the new learning spaces and how the notion of learning spaces is changing. Please post a collage of images that describe the changing learning space.
When I review the readings and think about my online learning context in a virtual space, I do not think of physical learning spaces; I immediately think about the lack of social interaction. We have online discussion groups and virtual Zoom meetings twice per term but reading a discussion question(s) and typing a response(s) does not come close to the true definition of formal learning with virtual spaces for a synchronous learning experience. Covid 19 temporarily ended face-to-face instruction with students and professors’ daily social interaction, but I am sure that I miss it like many learners.
I know education is changing, and I know teaching methods have to adapt to match current trends and meet today’s world’s demands. Learning spaces are changing because the pedagogical objective is to improve the learning process. The spaces have to be efficient, be comfortable to the learner, and enable the learner to feel confident. Different zones focus on and explore different areas of learning, socializing, and communicating. Yes, academics are doing their best at ensuring learners receive the best education they can get, but having all my classes in virtual spaces does not mean I have to like it.
Moore’s Theory of Transactional Distance formulated in 1997 has a direct bearing on e-learning. It explains and quantifies the learning relationship between instructor and student in the e-learning situation, where there is a substantial physical or temporal distance between the two. Moore talked of transactional distance – as distinguished from a physical or temporal distance – referring to the psychological or communicative space that separates the instructor from the learner in the transaction between them, occurring in the structured or planned learning situation (Moore, 1997, p. 1). Learners need access to real-time interaction with the instructor and class peers that simulate the traditional classroom setting. Learners have asked for more opportunities to interact with each other in synchronistic ways (West & Jones, 2007). To shorten the transactional distance, why not employ a synchronous online classroom to facilitate learner engagement in online learning?
Why not use available software for a virtual classroom? The use of synchronous conferencing techniques can offer opportunities for social interaction in a virtual classroom space. Synchronous software popular in educational settings, such as Centra, HorizonLive, Kaltura, Elluminate Live!, and Interwise, share several interactive real-time characteristics. Would this not assist the older adult learner? Jin et al. (2019) identified four theoretical frameworks to understand older adults’ informal learning using mobile devices, so would all the frameworks (technology acceptance, experiential learning, social cognitive, and activity) not be enhanced through virtual classroom instruction for the older adult?
Laurie
References
Jin, B., Kim, J., & Baumgartner, L. M. (2019). Informal learning of older adults in using mobile devices: A review of the literature. Adult Education Quarterly, 69(2), 120–141. https://search-ebscohost-com.libraryservices.yorkvilleu.ca/login.aspx?direct=true&AuthType=url,cookie,ip,uid&db=ehh&AN=136903416
Moore, M. (1997). Theory of Transactional Distance. In Keegan, D. (Ed.), Theoretical Principles of Distance Education (pp. 22-38). Routledge.
West, E., & Jones, P., (2007). A framework for planning technology used in teacher education program that serve rural communities. Rural Special Education Quarterly, 26(4), 3-15.
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