After examining resources this week about the evlolution and diffusion of distance education, I found similarities and differences in the views of how it will impact the next generation of learners. According to Dr. Michael Simonson, "in an evolutionary way, we are going to begin to use distance education technologies almost across the board in the teaching-learning process: K-12 education, professional education, and in the training environment in corporations and businesses" (Laureate Education Inc., 2008). Specifically in my field of work in middle school education, it is neccassary to prepare students with the knowledge and skills neccessary to learn through distance education. Similarly, finding that as distance education technologies change the teaching and learning processes, "It is incumbent upon all professionals with a commitment to the potential of technology in education and training, no matter what their theoretical or ideological bent, to think outside the box, to coolaborate and to advance the common vision" (Huett,Moller,Foshay,Coleman, 2008). As technology advances with knowledge, there will likely come a time when education will truly lie in the hands of those who seek it, not just those who can afford it. Although there is often hesitation from educators to explore teaching through virtual schooling. I agree with these views that all fields of distance education must work together to improve how it is used for instruction and student learning.
These two views show similarities, but they also have contrasting views on the equivalency of face-to-face and online course. Simonson believes in an Equivalency Theory, stating that the two types of education should have the same learning outcomes, and provide equivalent experiences to meet those outcomes (Laureate Education Inc., 2008). Yet, Huett believes that "the effectiveness of distance education has more to do with who is teaching, who is leaning, and how that learning is accomplished and less to with the medium." I would have to agree more with the positions of Huett because I believe that distance education is meant to create more of a variety of options for experiences than that of a face-to-face classroom, not just equivalent experiences. It should focus more on the learner and the instructional tools that can be used to address each student's learning styles. As students in the 21st century are exposed to evolving technologies, it is necessary to incorporate those tools into the ways students learn in order to keep them motivated and engaged.
References
Laureate Education, Inc. (Executive Producer) (2008). Principles of distance education: the next generation. Baltimore, MD: Author
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.
These two views show similarities, but they also have contrasting views on the equivalency of face-to-face and online course. Simonson believes in an Equivalency Theory, stating that the two types of education should have the same learning outcomes, and provide equivalent experiences to meet those outcomes (Laureate Education Inc., 2008). Yet, Huett believes that "the effectiveness of distance education has more to do with who is teaching, who is leaning, and how that learning is accomplished and less to with the medium." I would have to agree more with the positions of Huett because I believe that distance education is meant to create more of a variety of options for experiences than that of a face-to-face classroom, not just equivalent experiences. It should focus more on the learner and the instructional tools that can be used to address each student's learning styles. As students in the 21st century are exposed to evolving technologies, it is necessary to incorporate those tools into the ways students learn in order to keep them motivated and engaged.
References
Laureate Education, Inc. (Executive Producer) (2008). Principles of distance education: the next generation. Baltimore, MD: Author
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.
Another important aspect of including technology in teaching is that they are skills that 21st century employers need their employees to be fluid with the integration of. Technology is no longer an add on in our society, it is common place. People need to know how to use it and be comfortable with its inclusion in their work.
ReplyDeleteI agree with your statement regarding thinking outside the box when it comes to utilizing technology in the classroom or while attending online courses. Recently, an instructor on campus asked me to teach him how to create a webpage for his first year experience class. This instructor is loved by his students because he cares about student engagement and wants to make sure students are developing so they have the skills to secure employment when they graduate.
ReplyDeleteCynthia
While “dumping” may have been a concern in the past when online learning was just starting up, employers, instructors, and students would want and demand quality educational experiences. As distance learning became a viable option, researchers and educators began pushing for more and better ways to learn online. Using face-to-face classrooms as a standard for online education, researchers have consistently found “no significant difference” between face-to-face and online learning. Russell (2010) stated that “Though it may seem tempting to discard findings that show ‘no significant difference,’ it is important to remember that ‘no significant difference’ does not mean ‘unimportant.’ No significant difference (NSD) findings are as important as significant difference (SD) findings. However, instead of showing us that the two items being compared are different, and possibly how they are different, they show us that the two items being compared are NOT different.” Rather than strive for an identical experience, which is not really possible, Simonson (Laureate Education, Inc., 2010) promotes the equivalent theory. As this field grows, differentiated learning could possibly become more prevalent. Imagine taking a class that was specifically designed for your learning style and success.
ReplyDeleteRussell, T. (2010). What does it mean for a research to show “no significant difference”? nsdNoSignificantDifference. Retrieved from http://www.nosignificantdifference.org/faq.asp#Q2
Laureate Education, Inc. (Executive Producer). (2010). The learner across the lifespan. Baltimore, MD: Author.