Some of the theories of distance learning, to me, seem to attempt to construct a more separated realm of learning than I think is needed. An example is the Industrialization of Teaching theory of Otto Peters (Simonson, Smaldino, Albright, & Zvacek, 2009) where the view of distance learning is seen as an industrialized form of learning that exists to some extent due to guidelines such as conservation of resources and mechanization. This example leaves out any possible contemporary considerations linking quantum theory as it relates to human nature and existence. Yes there are many ideas in this theory that are true, but are they true because they a have been practiced over and over (observation) or are they true because they are unique to the operation of distance learning? I can see Holmberg’s theory of Interaction and Communication as encompassing more of the qualities of contact within distance learning, particularly his seven background assumptions (Simonson, et al. 2009).
I do not necessarily see distance education as primarily a form of education of technological machines requiring a host of new forms of structured communication and interaction. Distance education is a form of education that is untethered as self-contained classrooms have been, stretched out over our space-time continuum for convenience and allowing wider participation possibilities. The actual methods, tools, toys, and organization should be chosen based on what is needed to provide the learning. New technologies are better to illustrate concepts than what was used before, some faster, some more intuitional. Use what works because the learning’s the thing and the content is the importance. It is nice to have thoughts about what distance learning is because new ideas get sparked. Additionally, an individual like me whom is just learning to formulate technological learning experiences need the ideas and what has worked best before are benefitted by these theories or what I would term frameworks.
In the text Teaching and Learning at a Distance (Simonson, et al. 2009) distance learning is defined by four elements 1)institution-based, 2) formal education, 3)separated learning group, and 4)telecommunications systems are used. Before this course I did not pinpoint details that were required to make a learning experience distance education, but merely that it did not take place in a traditional classroom. I had had friends that had completed their high school by correspondence courses because they lived overseas with parents in the Peace Corp. I would have included that in distance education. I wouldn’t have thought of it including telecommunications system, but it did. It required both the postal system and the use Ham radio for exams. Then I mostly used the term of online learning or online classes as most distance experiences utilized computer, first e-mail, then internet. Now in some ways I see distance learning, or what I hope to use as online learning as just another form of learning that spreads a wider lifeline to learners.
Therefore, I would accept the four components that are mentioned above provided they are not too limiting in delivery. I think that how each of the details is defined has huge implications about this definitions workability. For example, I intend to use online learning to make early literacy instruction and intervention available, how institution is defined may make or break whether I am supplying a distance learning experience or not. What is formal education? Does this require that groups of students are moving through curriculum together at the same pace or can learners move through programs starting at different times? However, with this said and the consideration for the definition as a general identifier, I would say that distance education is a learning experience that involves separation of the group of learners and instructors where alternative methods of communication from face-to-face are utilized and there is a framework of organization that facilitates learning.
Distance learning has and will continue to open new frontiers in education and learning. In the book Middlesex by Jeffery Eugenides one of the main characters, an immigrant called Lefty, gets a job with Henry Ford’s plant during its early years. The employees are required to attend and pass the Ford English class, circa 1914) given by the company (Eugenides, 2002). While not distance learning, it is an example of the role industry created to educate the workforce. Distance learning provides a great tool for business today. Distance education can and does play an extensive role in training and development providing companies ways to disseminate training, improve performance, and institute new procedures (Moller, Foshay, Huett, 2008). With technology more prevalent in business facilities distance learning models provide cost effective and time efficient ways of training staff. Higher education has seen the biggest opportunities with distance education from expanding access to overcrowded classrooms to tapping into working students that require alternative class times. Also distance education has triggered the existence of online only institutions that derive all there economic sources from distance learning classes (Moller, Foshay, Huett, 2008).
For myself in the K-12 world, distance learning will expand as budgets and resources contract and social expectations of the school alter. I see distance education in this realm of learning as an opportunity for wildly different approaches to education that do not need to be tied by misguide policies that do not fit children developmentally or intellectually. Initially it will be beneficial to level the learning field for many communities that are fiscally isolated and disadvantaged of a curricular nature.
References
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
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.
No comments:
Post a Comment