Module 2: Elements of Distance Education Diffusion

The increasing popularity of distance learning can be attributed to the evolving technologies that enrich our everyday lives. Having spent most of my adult life with family located on two continents 6,000 miles away, the evolution technologies that enhanced communication allowed me to move from letters and telephone calls to email, instant messaging, and video calls. As these technologies have become diffused in society, they have also gone from being very expensive to cheap or almost free. I can afford to make them an everyday staple in my daily life. I agree with Siemens' (Laureate Education, 2008) assertion that because this technology has given me practical experience in my personal life, I have gained enough confidence and comfort to embed it into my educational/professional life. In the distance learning arena we have now moved away from the model that Simonson described as “self-study at a distance,” (Laureate Education, 2008) which is designed for the learner to consume material independently much like the correspondence courses of years ago. The new model of distance learning allows the learner to not only consume, but also interact with content. Interactions with classmates and the instructor can also take place without the constraints of time and place. Learning can happen anywhere, at anytime and technology is the vehicle that helps it happen.

Here are some of the communication technologies that I use in my personal and professional life that are also technologies that are engaging and can easily be utilized in an online learning environment:

Skype: Has both chat and videoconference capabilities that could be utilized in an online classroom. For example, I have presented a project to my classmates using Skype to video chat and to share my screen while presenting.

Eyejot: Compose a quick (60 seconds or less) video email.

Voicethread: Create a discussion around a presentation, adding voice and/or written comments about the content presented.

Voki: Create a speaking avatar that can communicate information that can be embedded in a website or wiki or emailed.

AOL Instant Messenger (AIM): Allows instant communication of messages which can be transmitted via computer, Smart Phone, or iPad. This could help connect learners to the instructor, each other or a librarian even when they are not signed into the course.

Blogs: Utilize a blog (just like we are doing here) to post written ideas that are enhanced by images, embedded video and URL links that provide further information and connect ideas and thoughts with others.

Twitter: Send short messages that could be used to ask and answer questions. Share information that can be enhanced by images and links to videos, articles and other URLs. This could be an ideal way to share ideas and brainstorm with classmates.

Google Reader: Using this web-based aggregator allows me to keep up with websites, blogs, and other sources that continually post news, information and updates. I am able to save a great deal of time visiting this one site which brings in all of the subscriptions that I want to keep up with. I have found this a helpful way to use in online classes when trying to keep up with blog postings of my classmates.

All-in-One Messenger: Aggregates all of my IM accounts like Facebook, Twitter, Google, Yahoo, and Skype so that they are all within one application. This could streamline the communication in a class. It wouldn’t be necessary to be signed into the online class to receive communications from the instructor or classmates.

Second Life: I have done some exploration of this virtual world, which seems like a logical and engaging path for online education.

References

Laureate Education, Inc. (2008). Principles of Distance Education. Baltimore: Author.

Response to Blog 1

Cathy,

The information included in your blog regarding the training of distance education teachers resonated with me. Expecting someone to become a successful and efficient distance education teacher without proper training is creating a recipe for failure. No matter how innovative technological resources may be, it is imperative to have someone capable of interacting with students in an effective manner.

Enjoyed your post,

Laura

Educ 8842/Module 1: The Need to Evolve

In his book Diffusion of Innovations, Everett Rogers (2003) explains how difficult it is to adopt and diffuse an innovation, even when it has many great advantages (p. 1). Distance learning is one of those innovations that is being diffused at an exponential rate, but still has a long way to go before it is diffused into the traditional education system. Moller, Foshay & Huett (2008, May/June) argue that relatively low cost, easy access for masses, and timeliness are features that make distance learning an attractive option for learners and institutions that deliver instruction. Explosive growth has been observed most significantly in post-secondary education, “becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds” (Moller, Foshay, & Huett, 2008,July/August, p. 66). There has been “modest growth” in the efforts to implement distance learning models in the K-12 setting (Huett, Moller, Forshay, & Coleman, 2008, September/October, p. 63). Despite this growing popularity, there are areas that I believe will need to evolved before online learning becomes fully diffused into the traditional educational institutions; equivalent learning experiences, high quality, qualified instructors, and training.

Self-study to Equivalent Learning Experience
Simonson (Laureate Education, 2008) believes that distance learning will continue to grow at exponential rates, however he predicts that its evolutionary path does not threaten the existence of the traditional educational institution, as we know it. In fact, Simonson (2008) describes the trend in terms of equivalency theory, moving distance learning from “self-study at a distance” to a “different but equivalent learning experiences for each learner” (p. 29). In other words, learners in a virtual classroom can still have similar learning experiences despite their separation by location and time. Technology is the tool that allows the students to have similar experiences to those who are in face-to-face learning environments. For example, in a face-to-face environment, students may sit in groups of four to discuss an article, while in a virtual classroom they use instant messages or Skype to have their discussions. Rather than sharing out their groups’ reflections in a regular classroom, the e-learners post their thoughts on a discussion board for the entire class to see. This is how Simonson sees the application of equivalency theory.

High Quality, Qualified Instructors
Moller, Foshay, and Huett (2008, May/June) speak of the shortage of qualified instructional designers who “lack the expertise to produce effective products” (p. 71). Huett, Moller, Foshay, and Coleman (2008, September/October suggest that “instructional designers partner with teachers to create dynamic and engaging distance learning environments” (p. 65). In my opinion, the authors are implying that the key to the success and the maximization of the potential of online learning is dependent upon the quality of the instructional design and efficacy of the teacher who delivers the instruction. This is aligned with my beliefs that it is the quality of the teacher and their ability to deliver sound instruction that will impact student learning the most. It is critical that there is paradigm shift in distance learning from being technology-centered to learner-centered. Technology is merely the tool to deliver the instruction. It is the masterful teacher who knows the best way to use the tools to engage students in the content.

Training
The rapid growth in the diffusion of distance learning in higher education has led Moller, et al (2008, May/June, 2008, July/August) to argue for training. Institutions of higher education often assign web-based classes to “faulty with no formal training in teaching of any kind” (p. 67). A professor may be an expert in his/her content area, but is “faced with new pedagogical issues surrounding student interactions, course content design and delivery” (p. 67) in an environment with technological complexities that may be entirely new. While Simonson (2000) does not directly address the issue of teacher training, his article very clearly states that the key to success in distance learning is “not which technologies are used but how they are used” (p. 29) implying that it is the skill of the teacher that impacts learning.

I predict that there will be advancements in technology that will make the distance learning experience even more equivalent to the traditional brick and mortar classroom. For example, hologram technology has promising potential. Might it be possible that one day the instructor or classmates could be beamed into the comfort of my living room for a class discussion? The potential to bring simulations and real life experiences from a distance could actually provide experiences in teaching and learning that are even more powerful than what happens in a traditional, face to face classroom. This type of evolution in education is a social change that adds significant value to our global society. My imagination is running wild when I think how distance learning has the potential to deliver a high quality education to ALL!

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.

Laureate Education, Inc. (2008). Principles of distance education [Video program]. Available from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5701364&Survey=1&47=9479398& ClientNodeID=984645&coursenav=1&bhcp=1

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.

Moller, L., Foshay, W., & Huett, J. (2008, July/August). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.