Friday, June 15, 2012

The Next Generation of Distance Education (EDUC 7102, M-1)



The central theme from the articles and video programs is that distance education cannot be handled like the traditional face-to-face education setting.  Michael Simonson explains his equivalency theory stating that distance education is not identical to  face-to-face education, but is equivalent.  It should have the same learning outcomes and provide equivalent learning experiences to meet those outcomes.  Distance education has grown quickly and according to Simonson (Laureate, 2008), its exponential growth will continue.  With that, in order to insure its success,  "It is important to employ a variety of technologies to help students achieve learning outcomes.  Equivalency is achieved through a variety of learning experiences that are tailored to the environment and situation in which students find themselves" (Simonson, 2000).  Moller, Huett, Foshay, and Coleman (2008) address the demands of distance education by advocating the strong involvement of instructional designers within the development of instruction.  Instructional design has an impact on quality of instruction and appropriate training and support for faculty and staff involved in distance education.  A shift has to occur to employ strong instructional design at the forefront of distance education and weave it throughout its entire infrastructure from the concepts of funding, policy, K-12 classrooms, and higher education.


I agree with the authors that the accelerated growth of distance education calls for a greater quality of learning.  People have multiple options when choosing a distance education program.  A shift from quantity to quality needs to occur in order to insure the success of the field.  With that, the design of the materials/lessons must be conducive to learning in an online environment.  Face-to-face concepts cannot carry over to distance education.  This understanding alone can have a tremendous affect on students and educators perceptions of distance education.



References
Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning52(5), 63-67. doi:10.1007/s11528-008-0199-9
Laureate Education, Inc. (Producer). (2008). (n.d.).  Distance education: The next barrier.  [Video Production]. Available from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D
Laureate Education, Inc. (Producer). (2008). (n.d.).  Equivalency theory.  [Video Production]. Available from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_968211_1%26url%3D
Moller, L., Forshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning52(3), 70-75. doi:10.1007/s11528-008-0158-5
Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Techtrends: Linking Research & Practice To Improve Learning52(4), 66-70. doi:10.1007/s11528-008-0179-0
Simonson, M. (2000). Making decisions: The use of electronic technology in online classrooms. New Directions for Teaching and Learning, 84, 29–34.

3 comments:

  1. I totally agree when you state that people have multiple options when choosing a distance education program. I disagree with your second statement because I belief that a shift from quantity to quality of distance education have already occurred. I would like to add that after obtaining a Masters degree in Education from Walden University, I spent over six months researching other online programs that offered post graduate degrees. I was amazed to discover the variety of distance education programs and their educational delivery methods and approaches. Some required students to login at the same time twice a week to participate in interactive lectures. Other institutions required interactive reflections and presentations once a week, while others required students to commute once every semester/ quarter to present their actual work and evidence to their professors. I also attended Phoenix online for about a year and disliked their online program plenty because my learning style did not match with theirs. After six months of research, I decided to go back to Walden because their online educational programs fit extremely well into my busy lifestyle. Distance education programs are out there at their prime offering multi teaching approaches to fit all types of learners’ needs, but the respect for the degrees they offer are not set in place yet. There is such a huge need to change policies of higher education in the USA. Distance education degrees need to be as valuable as any other degree from traditional educational institutions.
    Sincerely,
    Diana

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  2. Distance learning been of a lesser value to a structured learning environment is an issue that needs to be address globally. This afternoon, Walden had an information session in my country, and this was a concern for intending students. Access to resources that aid learning is exceedingly rich in distance education.

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  3. Diana and Aderonke I will have to agree with both of you. It seems like an online degree is not valued by some like a traditional degree. Some people have the attitude that it is easier. I have to disagree I think it takes more self discipline.

    Teri

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