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.