Distance education is defined as
“formal education that is institutionally based where the learning group, the teacher, the students, and the resources possibly are separated not only by geography but sometimes by time, sometimes by intellect…technologies, instructional media, and communication technologies are used to link the resources, the teacher, and the learner.” (Simonson, 2008)
Since the birth of the Internet in the 1970s to the actual explosion in the 1990s and the present cyberworlds, there has been a greater reliance on this communication technology as a medium for instruction. However, within various sectors (i.e., corporate, higher education, and K-12), there are numerous motivations for much needed reform in distance education. All three sectors require improvement in the areas of course quality, instructor/teacher training, and course materials designed for the specific clientele. The following table includes more specific motivators for the reform of distance education:
Training & Development (Part 1)
Quality
Currently, ill-prepared trainers develop insufficient programs that are not meeting the needs of clientele.
Needs Assessment and ROI
Issues include instruments that do not adequately measure the needs of the trainees.
Influence and Fusion of Training, Performance Support, and Knowledge Management
Integration of EPSS/KM with training components
Need for Better ISD Methodologies
Need for 4th generation methodologies “based on the principles of rapid prototyping, iterative design and development, and incorporating frequent learner trials in a learner-centered approach to design and development ” (Moller, et.al., 2008)
Revision of Learning Models
Lack of earner-centered instruction because of general deficiencies in understanding how people learn
Higher Education (Part 2)
Quality
Currently, the demand for more distance education course offerings has taken a front seat to the quality of the educational program.
Preparedness of Faculty for e-Learning
Craft Approach: Using the face-to-face course materials, the course instructor designs and develops the course with generally no consideration to distance education theories.
Additional issues include “salary, workload, intellectual property rights, and promotion and tenure” (Moller, et.al., 2008)
K-12 Education (Part 3)
Quality
Currently, “virtual learning” has not shown results above those of face-to-face public education.
Student/Learning Population
According to the authors, successful online leaners have the following characteristics (Huett, et.al., 2008):
· Autonomy
· Metacognition
· Self-regulatory skills
· Positive self-efficacy
· Motivation
· Internal locus of control
Many younger students lack these necessary skills; therefore, instructional designers must find ways to support student success within the distance education program.
Research-based Approaches
According the No Child Left Behind Act of 2001, research-based instruction is a requirement in K-12. Unfortunately, there has not been a great deal of research in distance education.
Lack of Trained Professionals
Currently, many teachers do not have experience or knowledge of an effective distance education course. Additionally, many instructional designers lack the knowledge or experience with K-12 education. Collaboration is needed between the two professionals to provide a quality distance education course.
Organizational Change
There is a need for instructional designers in K-12 who are able to use their knowledge and experience of distance education theory and couple it with the knowledge and experience of classroom teachers. Of course, this will require more funding.
In determining my own agreement with these reasons for distance education reform, the fundamental goal of education comes to mind. Education is provided for the purpose of learning. If learning is not occurring, then the system is failing. In the corporate arena, providing workshops that do not provide the participants with usable information constitutes the desired learning outcome is not being met. Additionally, in both higher and k-12 education, by not meeting the needs of the instructors, the students do not receive meaningful learning experiences. There is a need for educational reform, and I believe the authors have provided a sufficient platform upon which to build.
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 June 8, 2009 from Academic Search Premier database.
Simonson, M. (2008). Distance Education the Next Generation. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3476922&Survey=1&47=5513753&ClientNodeID=984645&coursenav=1&bhcp=1
Angela,
ReplyDeleteAfter reviewing your summary of the articles and your comments concerning virtual learning and the next generation, I wanted to respond and let you know that I agree with your thoughts that "Education is provided for learning. If learning is not occurring, then the system is failing."
We do need more reform in the area of distance education and distance learning. I agree the authors have stated legitimate causes for the lack of appropriate learning strategies and impementations in the area of distance education. I hope that we will be a part of bridging the gap to reach the next generation with new philosophies concerning distance education and distance learning.
Cynthia
Angela,
ReplyDeleteYou make a great point about learning. I also agree that if it isn't occuring, then the system is failing. I think that reason that many of us are here pursuing our degree in Ed Tech. We want to try to fix the system. I know that our school is unfortunately putting growth before quality. I will commend our online campus in attempting to go in the right direction, we have developed an Instructional Designer position that will hopefully allow us to grow and have quality educational experiences for everyone.