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The Definitive Explanation
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Distance learning is a term which encompasses all learning that takes place at locations remote from the point of instruction. It is an option for beginning studies or continuation of study off-campus in locations via cable television, internet, satellite classes, videotapes, correspondence courses, or by other means.
Distance learning integrates technology in educational courses whereby students may view and participate in lectures from various locations, or on an individual basis. Various forms of computer-based communication may be used to facilitate class discussions and communication among faculty and students.
Distance learning may take the forms of an instructor-led course delivered via satellite to traditional home study correspondence courses, which is viewed by the hierarchy in education as still the most effective practice which wields the highest course grades, in short, results.
The Advantages
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Distance education enables the student to tend to the rest of their life obligations, and is perfect for those in employment either full or part time who cannot guarantee exact times and days weekly for education. Centred on the student, the distance learning course, laid out and worked through in this method is the chosen variety for the older student, and the younger, as it bridges the gap between the assessor and the student with technologies which can be used and accessed at any time. With this method, a student s location is not a barrier when interested in furthering their education, nor is their lack of time as the courses can fit into their lifestyle and schedule.
The industry has progressed a great extent, in securing reliable and effective systems to administer the courses. More and more students and campuses are recognising the value of online and home study courses. The educational institution responsible for the learning programme will offer the student the course materials in hard copy for their perusal, and their tutorage takes place online along with their grading of assignments. Each student has their own tutor who guides them through the learning process and coursework. Because they are capable of being in touch with their tutors, the students are able to ask questions more freely and receive more in depth answers than they would if a teacher was to stand in front of a class and have to tend to numerous students at a time under time restrictions.
The Syllabus
Distance learning programs are carefully thought out, and explanations to what the student is required to absorb are clearly laid out in these highly efficient course materials, thus giving the student the ability to check back and look forward if there is a question about the material. The materials are also there for the student to refer to when they are completing their coursework which would be the case in any working environment, and this mimicking gives the student the practise they need later on when in a working environment, and shows them the importance of knowing how to sift through information to get the answers they need.
The Asynchronous Method
Most distance learning is occurring asynchronously (at different times) which is the opposite of the norm as most institutions offer synchronous (teaching and learning being done at the same time), but the method has quickly caught on, bringing people to education that never thought they would be able to better themselves or their portfolios. Because of the care that is put into the compiling of these courses, even some schools that offer the synchronous method of teaching have opted for these materials to teach from instead of using the old text book method.
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With the modern desire and requirement to continue education, and the competitiveness of the modern workplace the distance learning programs of the worlds best Colleges and Universities will continue to grow and be demanded. The message that should be taught in a global society is to clearly not miss the educational boat.
About The Author
Jennifer Pattern works for Direct Education, a company that advises students on learning programs and provides career advice. She recommends world renowned UK College www.oxforddistancelearning.com
jcampbell@oxforddistancelearning.com
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God Don’t Like Rich People
by: Skye Thomas
I will never forget the day that my daughter’s sixth grade friend told me that. We had been discussing someone who had recently lost a fortune and had become very bitter as a result. She suddenly piped up with that all knowing scowl that only a twelve year old girl can truly master while proclaiming, “God don’t like rich people!” She said it as if it was a mortal sin worthy of an eternity in hell. She immediately made a snap decision from that point forward to dislike the person we’d been talking about. I’ve met her dad. He’s a nice enough guy and from what I can tell, he agrees with his daughter. They are very regular attendees at their church. I don’t know what church they go to, but all I could think to myself at the time was, “Who in the world is teaching her that!?”
For my daughter’s sake, I bit my tongue. I wanted so badly to quiz her friend and find out the roots of that belief system. How does one logically come to that conclusion? I was under the impression that God was known to shower you with riches if he liked you. Solomon was extremely rich and God liked him. I thought that God’s opinion of us had more to do with our character, not our bank account. I could even see that how you amassed your fortune could be important in God’s viewpoint. I think about Job and how he was tested to see if money was the reason for his devotion to God. Upon passing the test, didn’t God dump piles of money back into his lap again? And what about the father in the prodigal son story? He had money and God liked him.
Just as ridiculous to me are the people who spin it the other way around, as if God don’t like poor people. They act like they’re closer to God because they have money. Funny thing money, it can buy a lot of things, but I was under the impression that God wasn’t for sale. Rumor has it that some churches and individual clergy can be bought, but not God Himself. Nowhere in the bible did I ever read that you could bypass the rules and just pay an entrance fee to get into heaven’s gates.
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I thought that money was a tool sometimes used for testing us. Do we remain spiritual while humbled and poor or do we become bitter and turn our back on God? Do we remain spiritual while spoiled and rich or do we become self righteous and turn our back on God? And what about the way we treat each other? Does the amount of money we have dictate how much love we are to receive from each other? “Congratulations on that job promotion you worked so hard for, buddy! But hey, you’re too rich now, so me and God aren’t going to hang out with you anymore.”
What a silly concept that money would have anything to do with one’s spiritual self-worth. I’m sorry for those children who have been raised to believe that the amount of money they do or do not have dictates whether or not God will like them. Personally, I’ve raised my kids on the idea that you behave yourself as best you can, and I do mean ‘best.’ Heed your spiritual calling. Love one another. Everything else will fall into place as it’s meant to be. Oh, and be thankful for what you have. God don’t like people with bad manners.
Copyright 2004, Skye Thomas, Tomorrow’s Edge
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About The Author
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Skye Thomas began writing books and articles with an everyday practical approach to life in 1999 after twenty years of studying spirituality, metaphysics, astrology, personal growth, motivation, and parenting. After years of high heels and business clothes, she is currently enjoying working from home in her pajamas. Go to www.TomorrowsEdge.net to read more of her articles and to get a free preview of one of her books.
Skye@TomorrowsEdge.net
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Principalship: Leading Change in Schools
by: Dr. Alvin Chan
-The L.E.A.D.E.R. Way
INTRODUCTION
In June 1997,the Prime Minister of Singapore unveiled the Government s vision of Thinking Schools, Learning Nation (TSLN). This vision was forged to improve Singapore s education system in the light of the rapid changes around the world. The Government foresees that Singapore, with its limited natural resources, can only continue to progress by nurturing a knowledgeable workforce that is adaptable to the changes in the world economy. More importantly, the Government realized that it had to start preparing the nation for these inevitable changes by revamping the education system in accordance with the vision of TSLN.
The Ministry of Education (MOE) in Singapore, the state agency responsible for the undertaking of this vision, states the goals of TSLN as follows:
Thinking Schools ensure that we equip students with skills and knowledge and values and instincts to face future challenges, while Learning Nation aims to promote a culture of continual learning beyond the school environment. (MOE, 1998,p.16)
In order to realize the vision, the MOE has introduced changes to the curriculum, the training of teachers, assessment modes and the development of resource packages. Furthermore, all schools will have students spending at least 30% of their curriculum time accessing electronic resources and working on computers. (MOE, 1998,p.17) The changes in the curriculum include the infusion of thinking skills and the reduction in the contents of the curriculum. Schools are strongly encouraged to set up their own thinking programs and teachers are to enroll in courses to learn how to infuse thinking skills in their teaching.
With the restructuring taking place to realize the vision, most teachers fear that the changes will burden them by increasing their already-heavy workload and tight time schedule due to increased training hours. The principal, being the main disseminator of the MOE s mission of TSLN in the school, has the unenviable task to articulate this vision to overcome the resistance to the changes especially from the school s teachers.
The main objective of the paper is to explore the perceptions of teachers as to the effectiveness of principals in leading a change programs (in this case, a Thinking Programs). Since teachers are directly responsible for the learning outcomes of the students, their perceptions of their principals effectiveness and concomitant actions are vital to the success of the vision of TSLN. As part of the paper, a case study of a primary school, which has embarked on a Thinking Programs, has been carried out.
REVIEW OF LITERATURE
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In the hope of improving the existing system, schools face many problems when introducing well-meaning changes. Restructuring would, inevitably, involve people within the organisation to absorb new ideas and ideals that usually result in many uncertainties (Heckman, 1990). A school s principal, thus, has the uphill task to manage the level of resistance to change and align the staff to work towards a common vision, amidst the turbulence.
To reiterate, the author is focussing on teachers perceptions of their principal in leading change, more specifically, the process of creating a Thinking Programme for the school. The importance of teachers perception of their leaders in the success of a school has been documented in various researches. Researchers (such as Bhella, 1992) suggested that teachers morale is related to student achievement. And, in turn, the principal has the strongest influence on teachers satisfaction in the workplace. (Vanderstoepe et al, 1994) From that perspective, the teachers satisfaction and perceptions of the principal in leading the change process would directly have an impact on the success rate of the new programme of boosting students achievement.
In the process of writing, the author discussed with many teachers on what they expect their leaders to do when introducing a new programs to their schools. The author has summarized the teachers opinions for inclusion in this paper. Previous research and literature would be used to illuminate the factors that are critical to the success of a principal in leading a change programs. To further enhance clarity of exposition, I have presented systematically the ideas encapsulated in previous research by using the acronym of L.E.A.D.E.R as a model to elucidate the steps in leading a successful change programs in a school. The acronym of L.E.A.D.E.R stands for:
Leading by example
Empowering vision
Adaptive change
Developing people
Evaluating the system
Recharge
The above model does not try to be prescriptive or attempt to imply that it will cover all the salient factors of an effective change programme. Due to the prescribed length of the paper, the author hopes that the model will shed more light in the topic of research in a more methodical manner.
Leading by Example
In most organisations that have embarked on a change programme, one of the more common complaints by the employees is that the leader does not walk the talk . In a school, if a principal is not willing to learn and adapt to changes, there are no compelling reasons for the staff to do so. The Scout s motto, Lead by Example , is a major criteria of what a principal must do to succeed in leading change.
In order to create a thinking and learning organisation, principal will become researchers and designers rather than controllers and overseers. They should also be a model of learning to the rest of the organisation and encourage the staff to be life-long learners. (Senge, 1990) More importantly, a principal must not merely communicate in words, but by deeds to convince the staff that the change is happening at all levels. These build a sense of esprit de corp in the school that will help in lessening the pressures that change brings to organisations.
In short, a principal has to be perceived to be capable in leading school educational development by his or her own example. (Dunning, 1993; McHugh & McMullan, 1995) Unless the staffs are convinced, they will not work co-operatively towards the success of the change programme.
Empowering Vision
A change programme requires a change of vision. According to Kotter (1995, p.10),
A vision says something that clarifies the direction in which an organisation needs to move.
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The Ministry of Education developed the vision of TSLN in the middle of 1997. In the schools, banners are put up to herald the vision of TSLN and school principals were expected to align the teachers towards this shared vision for the betterment of the schools. The principals are expected to modify culture through skill in communication of the necessary shared values for a changed vision. (Campbell-Evans, 1993).
Adaptive Change
In most organisations change programme, the appropriate pace of change is often ignored. Most leaders are impatient to see results and thus apply unwarranted pressures on those involved in the process .In Singapore schools; such a situation is a commonplace. With the MOE s intention of creating a world-class educational system in Singapore, many new initiatives are introduced within a short period of time. Most of the initiatives will require much time and effort of the teachers, on top of their already-heavy load. Such a situation often causes distress and the principal has to address the issues.
A good leader, therefore, must be capable of regulating the distress by sequencing and pacing the work required of the change process. Unfortunately, this is not the case in most change programme. Most leaders start new initiatives without stopping other activities or they start too many initiatives at the same time. They overwhelm and disorient the very people who need to take responsibility for the work. (Heifetz & Laurie, 1997,p.180)
Developing People
The people who are directly involved in a change programme have to be suitably trained to meet the challenges. A good principal would ensure that the staff s potential is developed for many reasons. Firstly, if the staffs are not trained well to undertake the new responsibilities of the initiative, the programme will not be a success. Secondly, a principal who develops and empowers the staff in the concerned change programme will be more able to convince them to commit to it. By doing so, a principal can demonstrate leadership by sharing leadership with the staff in the school. Through empowering others, the principal can also elevate his/her status and power. (Blas , 1987)
A principal can also develop the staff potential by opening up channels of communication within the school. Setting up committees and encouraging peer learning could do this. External agencies with expertise in the areas of change can also be consulted to help smoothen the process of change.
A principal who is a people developer would benefit as solutions to adaptive challenges reside not in the executive suite but in the collective intelligence of employees at all levels. (Heifetz & Laurie, 1997,p.173) Thus, by doing so, the principal would have increased the level of success of the new initiative and also the hearts of his/her followers.
Evaluating the System
The principal must constantly monitor the process of a new school initiative. The initial enthusiasm that has been built up the principal may wane due to the lack of a good evaluation system .An effective evaluation system would allow the principal to see the flaws and to refine the programme due to changing circumstances. A good evaluation system for a thinking programme would consist of classroom observations on the teaching of the thinking tools and feedback from those who are involved in the change process. This includes the teachers, pupils and their parents. This is important as constant feedback allows the principal to refine the programme due to changing circumstances. (Hargreaves, 1995)
To further enhance the evaluative aspect of the programme, the principal could brainstorm with the staff on the criteria of what are considered to be desired outcomes of the new initiatives. To be more specific, an effective change leader would spell out what are the short and long-term desired results of the programme and base the evaluations on such targets. The evaluative process must be realistic and fair by including appropriate time frames for achieving them. This would calm down the fears of the teachers and to ensure that they would not resort to cosmetic measures in the process of change.
A principal must also be self-reflective and be able to take criticism if the programme is not moving according to plan. He or she must rely on the teachers who are directly involved with the pupils to give honest feedback. Though, this may raise questions of the credibility of the principal s initial plans, a good head would allow the subordinates to point them for further improvements to a new initiative. This is especially so if the head is seeking to create a thinking and learning organisation.
Recharge
An effective evaluation system would also be used to ensure the continuing momentum of a change programme. Most change programmes may start out enthusiastically but they usually lose steam at the end. The ability to maintain the initial enthusiasm and commitment to the vision is, thus, an important criterion of an effective principal. He or she must be able to recharge the interest of the teachers by constantly reminding them and encouraging them to achieve desired outcomes. In a thinking programme, a principal could hold monthly meetings to talk about the progress and to share success stories of the programme to maintain the interest of the teachers. If the interest and enthusiasm of the staff to the initiatives can be maintained throughout, more change programmes will be successful in schools.
CONCLUSION
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During the process of writing this paper, the author felt that certain issues should be addressed. One of the main problems seems to lie in the pacing of new initiatives introduced by the Ministry of Education. Due to this, a principal is stretched for time and effort in juggling with the new initiatives. This, as shown in the case study, usually leads to other good school programmes going through a roller-coaster ride of enthusiasm. The principal would then resort to cosmetic efforts to convince the parents, visitors and the Ministry that a programme is in place as in this case study. The author hopes that this is just an isolated case but feels the Ministry should really look into the issue of whether principals are overloaded with the projects in progress before launching into another initiative.
Another issue connected to the above is the need to improve the evaluation and appraisal methods of the principals by the Ministry. At present, the evaluation tends to be inaccurate, as the Ministry does not really know the inner workings of the school. There should be a 360 degrees Feedback Survey whereby the staff (especially the teachers); pupils and parents are to evaluate the effectiveness of the principal in leading a programme. It may be considered time-consuming but it will ensure that principals do not adopt cosmetic measures to hide weaknesses of any new programmes. This also allows schools to be opened to ideas and suggestions for further refinements of the programme. In this way, the Ministry will have a more accurate picture whether the initiatives that had been introduced are articulated in a proper manner.
The author reiterates that the success of leading a change programme in schools is largely dependent on the principal s ability to influence the perceptions of the teachers. Trust, thus, is an important ingredient that has to be built up by the principal, as the principal-teachers relationship will have an impact on other future initiatives. The paper has also included a self-evaluation questionnaire (Appendix 3) for principals who are in the process of leading a change programme in their schools. In closing, the author wants to emphasise that in order to reap the full benefits, a change programme should be nurtured and not enforced.
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About The Author
Dr.Alvin Chan is an Innovation Research Specialist in Asia. He has consulted for and aid in the development of managerial innovations and effective learning methodologies in several organizations.
Please email to Dr. Chan at alvinchan@firstquatermain.com as a courtesy if you are reprinting the article online or in print.
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