As distance education becomes increasingly popular, it will have to evolve. Moller, Huett, Foshay, and Coleman (2008) strongly believe, “The challenge for ID professionals is not only to evolve the field, but also to assure that the products of sound professional design practice lead the e-learning enterprise” (p. 70). Simonson (2008) also agrees that exponential growth will continue in distance education. The creation of better evaluation models, quality trainings that benefit the students’ goals, improved learning models that emphasize problem solving and cognitive knowledge building, and using individualization strategies that promote a supportive community of learners will all be factors in the success of the evolution of distance education (Moller, Foshay, Huett, & Coleman, 2008).
Simonson’s (2008) equivalency theory explained that distance education is not identical to face-to-face education, but is equivalent through having the same learning outcomes and providing equivalent learning experiences to meet those outcomes. Moller, Huett, Foshay, and Coleman (2008) feel that faculty members must be reminded that even though they are wanting students to achieve the same learning outcomes as the traditional classroom they can not use traditional control over the students’ learning process. Simonson (2008) did not address the faculty buy-in, but did emphasize that distance education will be incorporated in most learning environments.
I agree with the points made by the authors. For distance education to continue to be comparable and as successful as traditional face-to-face education proper training, obtainable learning outcomes, proven instructional strategies, and functional course designs must be in place. Distance education will evolve because there is a need and a want for it from faculties, universities, companies, and students. The continued success will depend on professionals’ needs to constantly improve the effectiveness and opinions of distance education.
References:
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. Use the Academic Search Premier database, and search using the article’s Accession Number: 33281719.
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 2: Higher education). TechTrends, 52(4), 66-70. Use the Academic Search Premier database, and search using the article’s Accession Number: 33991516.
Simonson, M. (2008) Distance Education: The Next Generation [Video Program]. Retrieved June 6, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3476922&Survey=1&47=5579976&ClientNodeID=984645&coursenav=1&bhcp=1
Simonson, M. (2008) Equivalency Theory [Video Program]. Retrieved June 6, 2009, from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=3476922&Survey=1&47=5579976&ClientNodeID=984645&coursenav=1&bhcp=1
You mention very good research to support your opinions regarding the evolution of distance education. I completely agree with you that distance education will certainly evolve due to the overwhelming demand for it at all levels of education.
I think one of the most important factors in the evolution of DE is the participation of all community members including the professor. I didn’t realize how influential traditional meetings with classmates was to my success until entering Walden University. I was very frustrated with the separation of one of my instructors and the lack of regular feedback. Also, it seemed as though all my classmates were working at a higher level of cogntive ability than I. I was very uncomfortable and having to express myself in writing, which I do not feel is a strong suit, was very intimidating. The nature of the post were so intellectual and not at all “friendly” or “casual.” However, I really started to rely on the social presence outside of class on skype and through email. It really helped to get the much needed support to succeed.
I am an advocate for social presence in online learning, as it has affected my confidence and ability to relate to coursework. Palloff and Pratt (2007) also cite the need for social presence in designing effective online environments when they state, “social presence has been correlated to learner satisfaction online (p. 31). I have lived this quote in my personal experience.
Palloff, R., & Pratt, K. (2007). Building Online Learning Communities: Effective Strategies for the Virtual Classroom. San Francisco, CA: Jossey-Bass
By: Marci Vining on June 14, 2009
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