Module 2: Elements of Distance Education Diffusion

Siemens (Laureate, 2008) states that distance education enables students to have conversations and participate in communication with diverse and global groups which in turn increases the acceptance of distance education. Online communication has created more effective learning experiences for those choosing to participate and ultimately has provided distance education with an identity of its own. Unlike the traditional face-to-face instructional practices, communication must take place in an efficient timely manner between all members/participants. There is no teacher or facilitator standing over one’s shoulder to remind him/her of impending deadlines and submission requirements.

Students participating in distance learning programs must take the initiative to create positive relationships with fellow students to ensure positive outcomes for courses, specifically through positive communication. Palloff and Pratt (2005) indicate that successful collaborative activity will be most beneficial when students have a place to meet and know the parameters of how connection should occur. The format of Walden’s EDUC7102 does a phenomenal job of outlining expectations for learning communities and communication between members of those assigned learning communities.

Online communication can take place in a variety of ways. Social networking sites which have traditionally been used by people for personal communication have begun to surface in classroom instruction and distance learning programs.

• Facebook: Students can use this networking website to communicate and discuss topics of interests.
• Twitter: Students can use this networking website to communicate and discuss topics in a condensed manner.
• Wikis: Wikis provide online collaboration that would traditionally occur in small group settings. Students are able to have round table discussions without being face-to-face as required in the conventional classroom setting.
• Blogging websites: Students can create their own blogs to discuss and post important assignments, discussions, and information. This allows for communication and collaboration as members of learning communities share their ideas through comments and responses to the original posts.
• Discussion boards: Distance Education programs like that provided by Walden University incorporate discussion boards into all classroom instruction. Students communicate on a weekly basis to ensure understanding on behalf of all participants.
• Skype: Online collaboration occurs through voice, video, and chat calls; instant messaging; file transfer; and video conferencing. This is a very resourceful tool for online programs when collaboration is required within the learning communities.

References:

Laureate Education, Inc. (2008). The future of distance education. Baltimore: Author.

Palloff, R. M., & Pratt, K. (2005). Collaborating online learning together in community. San Francisco: Jossey-Bass.

EDUC-7102 Blog 1: The Next Generation of Distance Education

Upon reflection of this week’s learning resources, I have concluded that there are remarkable beneficial impacts associated with an effective establishment of distance education. Dr. Simonson (Laureate, 2008) promotes the notion that maintaining and nurturing innovations is necessary following its initial acceptance by many. Moller, Huett, Foshay, and Coleman (2008) emphasize the opportunities presented by distance, or E-learning, that may not be available in a classroom or other traditional environment. It is imperative for educators to consider how learners use the distance learning platform in order to develop the most effective educational opportunities for all parties involved. Simonson (2000) presents the notion that online students should receive different but equivalent learning experiences through the incorporation of a variety of technologies. Simonson’s beliefs, in regards to the equivalency theory, signify the importance of incorporating technological resources to provide students with learning opportunities that encourage collaboration without being a member of the traditional classroom structure.

Huett, Moller, Foshay, and Coleman (2008) note that modest growth in distance education has been recognized in the K-12 environment. E-learning for students in the K-12 environment has often been associated with high school level courses to increase the course options available for students. Although this is an important aspect of distance/virtual learning, this is not the only benefit of this type of educational program. In order for effective programs to be created, teachers should be encouraged to take the initiative to provide information, ideas, and suggestions for those seeking to create distance learning programs. This type of program will offer benefits to all involved parties: educators, students, and parents/guardians when open and effective communication is in place.

Distance education will continue to be a vital component of educational services worldwide. Students primarily choose distance education programs due to convenience; however, this is not the only significant factor for distance education program developers. It is imperative that programs are created with specific goals and learning outcomes to ensure students receive an equal opportunity at learning. As time progresses, technological resources will also continue to grow at exponential rates. Learners participating in distance education programs will have a plethora of resources at their disposal for use in the learning environment. Seeking resources of this nature and becoming familiar with their uses will ensure students are successful in their distance learning endeavors. Increasing communication among learners through ongoing events intermixed with work processes is yet another benefit of web-based instruction (Moller, Foshay, and Huett, 2008). The potential opportunities and benefits of distance learning programs are significant when predicting the direction in which education is headed. Being able to connect with other learners in a global community increases the opportunities for collaboration and expansion of personal ideas and knowledge.

References:

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(5), 63-67. doi:10.1007/s11528-008-0199-9

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. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. TechTrends: Linking Research & Practice to Improve Learning, 52(3), 70-75. doi:10.1007/s11528-008-0158-5

Simonson, M. (2000). Making Decisions: The Use of Electronic Technology in Online Classrooms. New Directions for Teaching & Learning, (84), 29. Retrieved from EBSCOhost.