Module 2 - Elements of Distance Education Diffusion

Module 2: Strengths, Limitations, and Issues of Distance Education

Blog - Elements of Distance Education Diffusion
         

Communication and collaborative interaction are creating more effective learning experiences and giving distance education an identity of its own distinct from F2F (George Siemens, 2002).   reminds us that there are new tools, and increased use of multimedia, and a growing comfort with online communication. There are online tools available today that are used to facilitate interactions among learners (Laureate Education, Inc.). Online learning uses technology like threaded and unthreaded bulletin boards as well as streaming videos to influences the interactions between students and teacher as well as student to student. Other technologies such as the SIS systems and WebCT are being used to create more time for communicating with students. Improvements are also being made in student-content interaction. Students of distant education are now being provided with discussion forums that are designed to meet their needs. They are provided with the regular content type discussion form as well as a student to student only forum (Siemens, 2002).

Another way to improve the student-content interaction is by providing students with asynchronous and virtually material and assignments that could be completed online. Student-to-student communication can be improved by using the Blackboard to set up discussion forums and virtual classroom. When the class is developed and presented correctly, the student and teacher can work toward an ideal degree of interaction through students and teacher talking, sharing ideas and working together while working toward a common goal (Siemens, 2002).

I agree with Lynne Butkiewicz when she states in her blog that “the potential of distance education is growing rapidly. People are starting to realize that f2f communication isn’t the only way to communicate.” Charlotte Vaughn reminds us on her BlogSpot that “the instructor of distant education courses must create an open and supportive environment so that students can enhance their interactivity and be more willing to discuss freely within the group.”

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References:

Butkiewicz, L. (June 30, 2010). Educational technology. Retrieved on March 26, 2013 from waldentechnology.blogspot.com/2010_06_01_archive.html

Laureate Education, Inc. (Producer). (n.d.). The Future of Distance Education [Video webcast]. Baltimore, MD: Author.

Siemens, G. (October 8, 2002). Interaction - eLearnspace. Retrieved on March 24, 2013 from www.elearnspace.org/Articles/Interaction.htm

Vaughn, C. (Nov 16, 2009). Distance education. Retrieved on March 26, 2013 from

http://charvaughn.blogspot.com/Cached

K-12 Distant Education

K-12 Distant Education

            There are efforts being made to improve the K-12 environment regarding distance education.  These efforts are a result of the increased enrollment of distance learners.  Virtual schools are referred to as distance education and are one of the fast growing areas for K-12.   The courses offered by virtual schools are part of a traditional school setting or part of a virtual high school.  There are policy issues regarding funding as well as an overall resistance to distance learning to be resolved.   Most virtual K-12 schools are established and funded by state governments which then require traditional schools to create online programs.  The success of online programs is determined using the same measurements as those used for traditional k-12 schools.  These measurements include the level of academic performance and achievement and retention and satisfaction.  I agree with the opinions expressed in this article that the success of distance education is more about who is teaching, who is learning and how that learning is being accomplished (Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October).

            The online curriculum includes courses in elective and credit-recovery as well as advance and remedial courses.  There are benefits for administration, students and teachers offered by K-12 education.  Administrators can make sure that the course content is aligned to state standards and that there are resources for the high-risk students.  Teachers have more contact with students who would not normally communicate in f2f classroom.  The students have every tool needed for success at hand and they can practice and move forward at their own pace.  The parents can see the assignment and the resources available for their child (Huett, J., Moller, L., Foshay, W. & Coleman, C. (2008, September/October).

            There are the virtual cyber-charter and home-school which are charter schools that offer distance education to public school students.  These schools operate independently and are not a part of the local school district.  This writer agrees with the authors in that K-12 distant education could become a place for students who cannot or will not try to function in the traditional classroom setting.  K-12 distant education includes students from all walks of life—students who are hospitalized, homebound, incarcerated and those who are being home schooled as well as those who want to better their education (Huett, J., Moller, L., Foshay, W. & Coleman, C., 2008, September/October).

            This writer agrees with the authors that psychological and personal characteristics of the K-12 learners may make it difficult for them to be successful online learners.  To be successful, the K-12 distant learners will need more supervision, easier instructions and an extensive reinforcement system. The instructional design professionals for K-12 distant education will need to work with academic researchers to make sure that the students needs are met. The instructional designers for K-12 distance education must instill learning practices based on research and theory to be successful in teaching and learning (Huett, J., Moller, L., Foshay, W. & Coleman, C., 2008, September/October).

                This writer agrees with the authors that we need better models for instruction that can be used by learners.  Many learners today cannot interact with each other.  They can only interact with the instructor and/or content.  Today, learners need more individualized and customized learning that will cater to their interaction need (Moller, L., Foshay, W., & Huett, J., 2008, May/June). The explosive growth of distance education is changing post-secondary education as well.  Distance education is concerned with new pedagogical issues regarding student interactions, course design and  delivery, communication, assignments  and performance expectations.  In addition to the pedagogical difference, technology is used which may requires new skills for the teacher and the learner Moller, L., Foshay, W., & Huett, J., 2008, May/June).

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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 (Part 3: K12). TechTrends, 52(5), 63–67. Retrieved on March 10, 2013 http://ehis.ebscohost.com.ezp.waldenulibrary.org

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 1: Training and Development). TechTrends, 52(3), 70–75. Retrieved on March 10, 2013 from http://ehis.ebscohost.com.ezp.waldenulibrary.org