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.
There is no stand alone approach to learning. Many methods must be used to create environments conducive to learning. It is becoming more apparent that distance education and educational technology are becoming an important part in an effort to improve student achievement.
ReplyDeleteWhen designing distance education platforms it is useful to employ as many theories as possible. By doing that, many learning styles can be reached. In addition, the incorporation of more than one theory may yield a greater chance of building metacognition.
How do I meet the needs of a diverse group of learners? Whether you are a distance education instructor or a teacher in a traditional classroom, I am sure that you have asked yourself this question. The bottom-line is, in either case, educators must provide learners with a curriculum that is based on best practice instructional strategies, learning goals/outcomes, and some type of formative and summative assessment. Online educators, however, must take it one step further in that they must continually gather learner feedback data to assess the effectiveness of the online learning experience.
ReplyDeleteYes, I agree with you about how Simonson believes distance education and face to face instruction should provide the same educational outcome. The knowledge that the learners gain, in the end, should be the goal of any type of instruction. I also agree that distance education is becoming very popular, but I am not sure that any one type of instructional approach is able to stand completely independent. Can you explain what you meant by the standalone approach to higher learning?
ReplyDeleteI completely agree with your point about advocating "a new mindset" about distance education. In certain demographics, DE has successfully diffused. My family still uses a "tone"when they ask about my "online" degree. My aunt even asked me if it was a legitimate university, because she had seen a news story about online degrees that were not. I guess when they watch me walk across the stage they'll believe it's real!!
ReplyDeleteDistance education does meet the needs of diverse learners. For my undergrad, I went to a traditional four year university. For my masters I participated in a cohort model on Saturdays. After the previous experiences, I wanted something different that I could complete more at my own pace. This program is meeting my needs and I have been very satisfied so far. If it was not for distance education, I probably would not have continued my education.