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.
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.
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.
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.
4 comments:
You said "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."
I think this is insightful commentary, Cathy. When online learning is technology-centered, it doesn't take into account individual learners or learning styles, nor perhaps how the lessons that are developed will effect students who take the courses. This may be why some of the online courses I've taken at other schools seemed "fuzzy" to me --- I couldn't figure out how the course fit into my career goal at those times, or some courses seemed redundant. For effective online learning to take place, effective teachers need to be in on the course development to ensure the focus is "learner-centered." Instructors also should be trained for online course delivery and then be at liberty to deliver the lessons as they were trained to be the most effective for students. A student shouldn't have to "hit and miss" with whether a course will be valuable to his/her overall educational nor end a course wondering why it was taken at all.
AJ
Just like regular classrooms need highly qualified and trained teachers, so does distance education need highly trained and qualified teachers otherwise the students suffer.
Agreed! I've had some "bad" on-ground classes and a few bad ones online as well. Online instructors are a unique breed that have to be able to connect with students in the uniqueness of the online forum. I think in the beginning of online classes, teachers were just hired who could "teach" without perhaps being aware that instructors need to be able to connect with students in a virtual environment. Just because an instructor is "good" in on-ground classes doesn't mean he/she will be good online. The same goes for online vs. on-ground students - some do well online, others do not. I think the selection process for online instructors is evolving as institutions are becoming aware of what the profession requires. So far, the three instructors I've had at Walden seem very good at online teaching!
Cathleen,
I agree with your assessment of the articles. I recently found research by the U.S. Department of Education concerning online research studies (Means et al., 2009). They researched literature from 1996 through 2008 on studies concerning distance learning. They found that over one thousand empirical studies found that students performed better than those students who received face-to-face instruction. The document is 93 pages long so I have not finished reading it. This mode of learning is very significant but I know it is the Internet that has enabled globalization in learning to occur.
References
Means, B., Toyama, Y, Murphy, R., Bakia, M & Jones, K (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education Repository. Retrieved from http://repository.alt.ac.uk/629/1/US_DepEdu_Final_report_2009.pdf
Val Mitchell-Stevens (September 15, 2011)
Post a Comment