Apology

I apologize for not turning in my blog earlier than today. I like to give everyone plenty of time to post. However, my sister had a heart cath that turned into emergency heart surgery. I have become the primary caretaker of her young children for a week or so. I apologize for the delay.

Module 2 Discussion Blog

Blog Discussion 2

Communication in Distance Learning

The reliance on innovative communication tools for interaction provides an effective online learning environment. Early distance education courses primarily focused on asynchronous learning techniques such as threaded messages, email, wikis, blogs, and discussion boards. However, due to increased access and advancement of communication technologies asynchronous methods are gradually contributing more to the evolution of distance education. Videoconferencing, live chats, and phone interactions provide superior methods of communication to guide instruction and build a community of online learners (Corbeil, 2006). Although many educators argue that combining both asynchronous and synchronous technologies provides best practices in communication and personal empowerment (Saba, 2006).

Siemens (2008) agrees that advancement in communication increases acceptance and quality of online education. A variety of communication tools facilitate collaborate interactions. Hensley (2009, June 23) describes a wealth of online communication tools to enhance the classroom including Twitter, Eduslide, Google Apps, and Mikogo. (See the complete list on her blog).

Finally, wide acceptance and diffusion of communication technologies in society generates familiarity with tools used in the online environment. Learners possessing awareness of these tools immediately feel comfortable in the online environment increasing the probability of a positive learning experience (Siemens, 2008).

References

Carbeil, J.R. (2006). Desktop videoconferencing in distance education: From revolution to evolution. Retrieved June 23, 2009, from http://net.educause.edu/ir/library/powerpoint/SWR0670.pps

Hensley, P. (2009, June 23). 20 communication and networking tools for teachers. Message posted to http://successfulteaching.blogspot.com/2009/06/20-communication-and-networking-tools.html

Saba, F. (2006, December 19). On asynchronous learning. Message posted to http://www.distance-educator.com/blog/saba/

Siemens, G. (2008). The future of distance education [DVD]. Laureate Education, Inc.

The Next Generation of Distance Education

Distance education is entering a paradigm shift catapulted by increased access to online communities and the need to step out of the shadows of traditional classrooms to present a standalone approach to higher learning. According to Simonson (2008), distance education has successfully diffused as an acceptable educational approach. Yet, a restructuring of the development of online classrooms is needed for effective learning experiences. Simonson (2000) advocates the equivalency theory which utilizes an instructional design approach matching learning outcomes and activities with diverse and appropriate technologies. In this theory of learning, distance education provides learning experiences equivalent to face to face education employing different instructional strategies and activities (Simonson, 2000).

Research conducted by Huett, Moller, Foshay, and Coleman (2008) suggest that the diffusion of distance education continues to face extreme barriers including funding and general lack of approval. Huett et al. (2008) advocate a new mindset regarding distance education stemming from the refusal to continue comparison to traditional methods. Research systematically proves no significant difference in student achievement between online and face to face instruction (Huett et al., 2008). Instead, researchers should focus on successful teaching and learning within various distance education environments to restructure the instructional design and improve the nature of work and education. Simply put, “no single line of research can possibly lay a unique claim to ultimate wisdom and understanding” (Huett et al., 2008, p.66). Therefore, an evolution in distance education must determine how to meet the needs of diverse learners using a multitude of emerging technologies while maintaining focus on learning outcomes and advancement of intellectual thinking.

Similarly, both Simonson and Huett et al. understand the necessity for improving distance education. It is more important to implement a variety of theoretical ideas and instructional practices rather than focus on a single idea that may or may not positively affect the student. The development of the next generation of distance education courses has the potential to transform the learning experience and possibly restructure traditional methods of learning. Technology, the medium surrounding online instruction, is a driving force to enhancing collaboration, generating knowledge, reflecting on ideas, and motivating lifelong learning. Along with technology, the evolution of distance education must utilize revolutionary educators unafraid to take risk in the eternal effort to raise student intellectual property and passion for commitment and success.

References

Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008, September/October). The evolution of distance education: Implications for instructional design on the potential of the web [Electronic Version]. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-67. Retrieved June 4, 2009, from Academic Search Premier database.

Simonson, M. (Speaker). (2008). Distance Education: The Next Generation [DVD]. Laureate Education, Inc.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classrooms [Electronic Version]. New Directions for Teaching and Learning, 84, 29-44. Retrieved June 4, 2009, from Academic Search Premier database.