Module 2 Responses: Elements of Distance Education Diffusion

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Elements of Distance Education Diffusion

According to Siemens, more learners are adopting the thought of participating in distance education (Laureate Education, 2008).  I am in agreement with Siemens that global diversity assisted in the acceptance of distance learning as a viable educational alternative.  Regardless of where students or teachers live, distance education makes it possible for constituents to teach and learn.  Moreover, Siemens identified how corporations benefit from their acceptance of global diversity due to the fact that it affords the opportunity to communicate with other offices around the world (Laureate Education, 2008).  As more individuals gain exposure to multimedia and social media technologies which are available online, the possibilities of these tools being recognized as acceptable technologies for distance education increase.    

Today, there are a plethora of tools available to facilitate interaction amongst students.  Individuals equipped with these tools have the ability to communicate with others globally for leisure and/or work.  Siemens stated that, “people who traditionally found face to face communication was primary are starting to realize that they can have really meaningful relationships through online media” (Laureate Education, 2008).  The methods in which individuals utilize to communicate have advanced from the archaic methods of the past such as the telegraph and stage coach. Stevens (2009) reflected on how collaboration in virtual classrooms makes geography a non factor.  Blogs, Facebook, Twitter, and Skype offer different methods for learners to collaborate face to face in a virtual world setting. 

According to Siemens (2008), in order for distance education to evolve, attention must be given to the importance of technology.  Distance education will continue to thrive as new ways of collaborating and communicating are developed.  According to Morris (2010), global diversity seemed virtually unheard of years ago.  Not many institutions offered these services due to the fact that implementation expenses were pricey.  In traditional face-to-face teaching principles and pedagogy, communication is limited to other participants who are present in the room with you.  Distance education participants have the ability to collaborate and communicate with others around the globe synchronously (Laureate Education, 2008).  Furthermore, collaborating in distance education allows individuals to communicate outside of their normal parameters and on an independent level. 

References:

Laureate Education, Inc. (2008). Siemens, George: The Future of Distance Education. Principles of distance education. Baltimore, MD: Author.

http://loumorris.blogspot.com/2010/12/distance-education-and-global-diversity.html

http://mitchellstevensv.blogspot.com/2011/09/global-diversity.html

The Next Generation of Distance Education

Part I of the article by (Moller, Foshar, & Huett, 2008) details Corporate America’s use of e-training and development. The popularity of the Web has contributed to its growth. Cost effectiveness, reduction in training time, as well as being able to service more employees has led businesses to implement e-training. According to Huett, Mollet & Foshay (2008), many organizations realize that not only is e-training more cost effective but it is also judged by pure appearance or the number of learner hours logged. Moreover, the authors suggest that there needs to be provisions developed to measure learner outcomes.

Part II reflects on how the rapid growth of distance education has begun to change post-secondary education. Lifelong learners as well as working professionals have begun to select virtual learning or distance learning as their educational delivery method. Traditionally, education was in the power of the teacher, but faculty has come to appreciate how e-learning encourages asynchronous communication which in turn enhances student learning (Moller, Foshay, & Huett, 2008).

Part III explains the increase of training and development in e-learning within the K-12 school sector. The No Child Left Behind Act allows any child who attends a school that is not making adequate yearly progress the opportunity to seek alternate schooling options. Online education allows students to have access to highly qualified instructors in areas where there are overcrowded schools, teacher shortages, or rural schools.

Due to the fact that students learn differently depending on whether they are in a brick-and-mortar classroom or a virtual classroom, Simonson (2008) reflects on the usage of electronic technology for the online classroom development. Regardless of the mode, both of them need to attempt to make experiences as similar as possible by offering equal opportunities to all students (Simonson, 2008).

There is definitely a need to advance distance education, it can only help benefit everyone. Each of the authors echo ideas and points that I agree with. Without a doubt, there is a need for more research on distance education that will aid in the development of best practices, curriculum, presentation as well as instructional design. Educational leaders should make every effort possible to develop brick-and-mortar classrooms and online classrooms as similar as possible.

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.Use the Academic Search Premier database, and search using the article's title.

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 title.

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. Use the Academic Search Premier database, and search using the article's title.

Simonson, M. (2000). Making decisions: The use of electronic technology in online classrooms. New Directions for Teaching and Learning, 84, 29–34. Use the Academic Search Premier database, and search using the article's title.