Distance Education Module 2

250 million years ago the earth existed as a supercontinent which would fragment to become what we recognize as the present day continents of the world. Exploration then led to the discovery of the New World. No longer were misconceptions allowed to stand, we could discover new truths. We were once joined in a way that would have made communication facile if we had the technology to support it.

As the world expanded new opportunities arose for communication between worlds. Information was limitless yet difficult to harness. There was a need to connect the dots between the bits of information. George Siemens proposed that a theory called Connectivism could result in greater knowledge building, especially in this new era of technology. Tools such as those used in distance education had latent strengths to facilitate these connections.

Siemens’ ideas on distance education placed an importance on elements that distinguish distance learning and give it the potential to make learning increasingly valuable. Siemens (2006) discusses the idea of global collaboration in his e-book, Knowing Knowledge. He states “as everything becomes connected, everything becomes transparent” (p. 73). The lack of geographic limitations means that global conversations are no longer restricted by physical space. We can connect with tools like Skype, instant messaging, wikis, blogs, and online publishing. As soon as new information becomes available it can be communicated. “Knowledge flows in real time” (Siemens, 2006, p. 74).

We now have the technology to support communication between vast places. The former pangaea of joined bodies of information has separated to become individual entities building personalized specialties nodes. Knowledge rests on these forces coming together in collaboration and distance learning may become the bridge that supports building those connections.

References:

Siemens, G. (2006). Knowing knowledge website. Knowing knowledge book. Retrieved September 6, 2008 from, http://www.knowingknowledge.com/book.php

Siemens, G. (Speaker). (2008). The future of distance education. Video. December 19, 2008, posted to Walden University Web site: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=4198219&ClientNodeID=984645&coursenav=1&bhcp=1

Evolution of Distance Learning

Is there a need to evolve distance education to the next generation? That would be similar to asking if we should make ready our old television sets to go digital. While some may want to hang on to what is old and familiar, the outdated tools may no longer work efficiently in today’s environment. Distance education is not a new concept but one that has experienced much growth within it’s more than a hundred years of existence. Simonson (2000) describes its history as growing from correspondence study to open universities to the use of the Internet to deliver content. He distinguishes, using his equivalency theory, that distance education is not identical to face-to-face education but it is the equivalent in that the same learning outcomes should be achievable.

Moller, Foshay, Huett, and Coleman (2008) suggest that there are implications for the instructional design of distance learning programs. Although research is still necessary on the "factors that ensure successful teaching and learning", (p. 65) there are still benefits that supersede the stigma attached to e-learning that demonstrate interest and positivity from faculty regarding distance learning.

Carefully structured models of distance learning could include a combination of methodologies that address some of the shortcomings of distance education such as student isolation. Simonson (2008) and Moller et al. (2008) agree that the advancement of distance education should include a supportive and collaborative effort between designers and educators to plan and influence environments that promote engaged teaching and learning at a distance.

Distance learning can arguably be seen as a sweeping initiative or as a long-term goal in education. There are no clear statistics that indicate whether or not its success is imminent. What is agreed upon is that there is a need to foster education in nontraditional environments that meets the needs of various learners. Distance learning appears to provide education that is accessible and if carefully designed, can provide meaningful learning experiences that are free of static, has a variety of channels, and can be turned on at all hours of the day.

Resources

Anderson, T. (Ed.) (2008). The Theory And Practice Of Online Learning (2nd ed.). Edmonton, AB: Athabasca University Press.

Moller, L Foshay, W., & Huett, J. (2008). 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.

Moller, L Foshay, W., & Huett, J. (2008). The Evolution Of Distance Education: Implications For Instructional Design On The Potential Of The Web (Part 2: Higher Education). TechTrends, 52(4), 66-70.

Huett, J., Moller, L., Foshay, W & Coleman, C. (2008). The Evolution Of Distance Education: Implications For Instructional Design On The Potential Of The Web (Part 3: K12). TechTrends, 52(5). 63-67.

Simonson, M. (2000). Making Decisions: The Use Of Electronic Technology In Online Classes. New Directions for Teaching and Learning, 84, 29-34.

Simonson, M. (2008). (Video podcast) Distance education: The next generation. Accessed December 4, 2008 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=4683208&ClientNodeID=984645&coursenav=1&bhcp=1

Simonson, M. (2008). (Video podcast) Equivalency theory. Accessed December 4, 2008 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3206859&Survey=1&47=4683208&ClientNodeID=984645&coursenav=1&bhcp=1