The Next Generation of Distance Education
A common theme in this week’s readings and video lectures is that distance education is on the cusp of exploding with growth across all levels of education. Simonson compares distance education today to use of the microcomputer in the early 1980’s in that through consistent promotion the innovation will enter the self-sustaining portion of the s-curve (Laureate Education, Inc., 2010). Simonson believes that as distance education reaches its critical mass it will not radically change or replace traditional education (Laureate Education, Inc., 2010). Likewise, Huett, Moller, Foshay, and Coleman (2008) believe that distance education (virtual learning) is growing at a rapid rate across multiple levels of education. In a k-12 environment virtual schools are offered in one of two formats: site-based (which is a part of traditional school), or virtual high schools (seen as an alternative to traditional schools).
“Distance education initiatives may serve the least homogenous group of learners of any other modality or learning environment” (Huett, Moller, Foshay, and Coleman, 2008). There are legitimate concerns in education that virtual learning or distance education environments could become a holding tank for undesirable students (Huett, Moller, Foshay, and Coleman, 2008). In order to prevent dumping undesirable students into virtual environments the instructional design of these courses should evolve to highlight the benefits of distance education while maintaining legitimate rigor. The evolution of distance education must also include an influx of instructional design teams that have been trained to create distance education environments.
I do agree with the positions espoused by this week’s readings. I am in particular agreement with the notion that instructional designers need to be specifically trained to create class environments that are intended solely for distance education (Huett, Moller, Foshay, and Coleman, 2008). I strongly believe that paying more attention to design will move distance education towards a level of self-sustainability. Many non-trained designers will try to provide equal activities and experiences for face-to-face and distance education students. It is more realistic to aim for equivalency rather than equality when designing distance education activities (Simonson, 2000).
References
Huett, J. Moller, L., Fosay, W. & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 3: K12). Tech Trends, 52(5), 63-67.
Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.
Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.
What age do you think is most appropriate for students to begin in participate in online learning? At a recent school event, I was talking with a grandma who enrolled her 5 year old grandaughter in an online program. It seems that more and more people are beginning to turn to online learning instead of traditional schools. Is there still value in traditional schooling? Is there an age that is too young for online learning? What are your thoughts?
ReplyDeleteJoshua and Lauramae, This week the concept of equivalency was stressed. I agree with Kassop (2003) that online learning does and should surpass face to face learning and not be merely equivalent.
ReplyDeleteLauramae brings up an interesting point. No age is too young to begin learning, whether online, offline, inwomb, or born. I have the great pleasure to be part of Nik's life. He is now two years old. He independently uses a cellphone, a computer mouse, and a keyboard. Being two, he also bangs things when he gets frustrated or loses interest, and he has the attention span of a gnat, so while he is able to learn online, he does not do so independently (not with anything that cost money!)
Reference
Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face learning.The Technology Source: Commentary, May/June.
Joshua,
ReplyDeleteFirst, your analysis of the articles and studies for this module is very concise and to the point. It will be interesting to see just how far distance education takes us in the next decade. I am constantly amazed at how quickly children pick up learning through the use of technology. As distance learning continues to evolve there may come a time when all learning is virtual, only time and innovation will tell.
Joshua/Candice I agree with your thought about how children pick up technology quickly-its amazing how quickly they take to it. Joshua, as for your post...very nicely put. If the developers are trained correctly- wonderful educational results will occur.
ReplyDeleteJoshua,
ReplyDeleteIt's no secret that online learning is growing at unstoppable rates. In just about all arenas of education, e-learning is somehow incorporated into the curriculum. Since distance learning has become so popular, it only makes since to have qualified instructors design such programs. This will allow for distance learners to receive a quality education. Although online education is on the rise, I don't think it would ever take place of the traditional classroom.