....anyone … anywhere … anytime with Sally Yang!

Students in a classroom with a teacher imparting content no longer define a learning community. Technology has encroached on this setting to expand the territory once staked by established teaching strategies.

Distance learning has “triggered a paradigm shift” in the way higher education dispenses knowledge, according to Sally Yang, instructional technology consultant with Texas A&M University. From teacher-centered to learner-centered, new concepts include learning communities, collaboration, individual knowledge construction and authentic learning.

“The way we learn today is therefore going beyond traditional territory for learners and educators due to rapid developments in distance learning in higher education,” Ms. Yang said.

Ms. Yang explains that face-to-face classes involve the instructor as content provider in an environment where students recite and absorb knowledge.

“Instruction is typically linear and fully controlled by the instructor,” she said. “Students are usually not provided opportunities to learn independently.”

Obtained knowledge is then assessed through exams and quizzes rather than problem-based and authentic evaluation, “which tend to be more applicable to real-world settings,” Ms. Yang said.

When the instructor becomes a learning facilitator instead of content distributor, the approach is learner-centered and becomes the foundation of online pedagogy.

“Instructors use collaborative learning methods where students develop knowledge through discussions and group-based work on learning activities,” Ms. Yang said. “Learning becomes attached to a learning community in which students learn from each other and share knowledge and experiences through a well-designed, interactive online format using various educational technologies.”

Ensuring the quality of distance learning is a challenge for public institutions. Ms.Yang notes that technology is only a tool, not the antidote.

“How educators teach in distance learning environments is critical to the outcome of student learning,” Ms. Yang said.

Although distance learning has positively impacted higher education, Ms. Yang said they have also noticed higher drop out rates in online and hybrid courses.

“So as an instructional technology professional, I believe that policy makers, administrators, instructors, consultants, course designers, and technology implementers should work together to improve distance learning in higher education through an effective commutation and a collaborative team work,” Ms. Yang said.

As senior consultant with Texas A&M, Ms. Yang works with faculty to help them understand how technology-mediated instruction enriches their courses. As she relates the value of online pedagogy, she models the collaborative relationship she espouses. Ms. Yang will meet with faculty one-on-one, over the phone, through emails, and go to their offices to address issues.

“I have been working with instructors for over six years, and I can recognize the various comfort levels they have with technology,” Ms. Yang said. “It has been enjoyable talking with instructors and discovering their desires, intents or frustrations with technology.”

Ms. Yang continues to expand her knowledge base by working on her doctoral degree in educational technology. 

“As a consultant, being knowledgeable of instructional technologies is essential when we make suggestions and recommendations to faculty,” Ms. Yang said. She also brings a good attitude and passion for her work, two qualities she said are needed to be a good consultant.

“I love my job and I love to communicate with our faculty every day and listen to their concerns,” she said.

Contributed by Cheryl LaRue, North Lamar ISD

Ed Note: Sally is an active member of TxDLA having served on the TxDLA 2006 Conference Committee, as a current member of the TxDLA Membership Committee, and is the Volunteers Committee Chair for the TxDLA 2007 Conference.