I responded to: http://ena-spoonfulofsugar.blogspot.com/
and
gasappwife.wordpress.com
Sunday, June 30, 2013
Tuesday, June 25, 2013
Elements of Distance Education Diffusion
Communication has improved and evolved in distance learning. In 2002-2003, I took an on-line course at the brick and mortar institution I was attending for my Bachelor's. The class was basically a website with instructions of what to read and questions to answer. The assignments had to be read and the answers to the questions needed to be emailed to the instructor. That was all that was required of the course. There was no way to communicate with anyone except with the instructor, if she was emailed.
Currently, at Walden University, there is a number of tools used to facilitate learning in the classroom and to promote communication. For starters, there is a Class Café, which is a message board that students can post. The weekly discussion boards require analysis and critique of the topic for the module, which also promotes communication. There are occasional group projects that students use Wikis, web cams, microphones, emails, and instant messaging in order to work together. Skype and GoToMeeting are two programs that allow visual and auditory communication due to their web cam, microphone, and text capabilities. As a result, they facilitate interactions among learners.
One blogger, Justin Ferriman, made a post showing the transgression of distance learning over the years.
A blogger, Beccary, created a post about conferences and workshops she attended about tools for distance learning. She said they detailed how they could use text messaging, Facebook, and other social media sites, and she was disappointed with the information. I too would be disappointed with that because those materials are already know by most people.
The Califone Blog explained how video conferencing can be used to host an actual class over the internet for distance learning. This is likely the closest connection to face to face learning.
Currently, at Walden University, there is a number of tools used to facilitate learning in the classroom and to promote communication. For starters, there is a Class Café, which is a message board that students can post. The weekly discussion boards require analysis and critique of the topic for the module, which also promotes communication. There are occasional group projects that students use Wikis, web cams, microphones, emails, and instant messaging in order to work together. Skype and GoToMeeting are two programs that allow visual and auditory communication due to their web cam, microphone, and text capabilities. As a result, they facilitate interactions among learners.
One blogger, Justin Ferriman, made a post showing the transgression of distance learning over the years.
A blogger, Beccary, created a post about conferences and workshops she attended about tools for distance learning. She said they detailed how they could use text messaging, Facebook, and other social media sites, and she was disappointed with the information. I too would be disappointed with that because those materials are already know by most people.
The Califone Blog explained how video conferencing can be used to host an actual class over the internet for distance learning. This is likely the closest connection to face to face learning.
Tuesday, June 11, 2013
The Next Generation of Distance Education
Distance learning is defined as "formal education in which the learning center (teacher, students, resources) are separated by geography and sometimes by time" (Laureate Education, Inc., 2012a). It is explained more in this video.
Simonson (2000) states that there are four steps to build better distance learning: assessing instructional technologies, determining the learning outcomes, identifying the learning experiences and matching them to appropriate technology, and preparing the experiences for the online classroom (p. 30-33).
Moller, Huett, Foshay, and Coleman (2008a) also believe that evaluating the instructional technologies is important because evaluations are not currently effectively used (p. 70). This means that the online learning is never assessed to determine its productivity. This could be due to the fact that managers believe that by providing the online opportunity they are filling a requirement, but do not actually care about its results (p. 71). Distance education needs to evolve so that it is the first choice because of its productivity, not a first choice because it is cheaper and less time-consuming.
The goal of distance education is not to make the learning experiences identical to face-to-face learning, but to make it equivalent (Laureate Education, Inc., 2012b). This means using a variety of different technologies in order to increase learning potential (Simonson, 2000, p. 29-30). However, there is "little evidence that traditional classroom models are all that effective," (Moller, Foshay, & Huett, 2008b, p. 67). Because there is a steady increase in enrollment for distance learning, educators need to strive to create a better classroom experience. I agree with this statement. Just because the traditional classroom has been around the longest does not mean it is the best.
Currently, teachers are being trained to instruct students in a traditional classroom setting (Huett, Moller, Foshay, & Coleman, 2008, p. 65). They must learn how to deliver online instruction. I agree with this statement and I believe it would be the next step in evolving distance education to the next generation.
Resources
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.
Laureate Education, Inc. (Executive Producer). (2012a). Distance Education: The Next Generation. Baltimore, MD: Author
Laureate Education, Inc. (Executive Producer). (2012b). Equivalency Theory. Baltimore, MD: Author
Moller, L., Foshay, W., & Huett, J. (2008a, 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. (2008b, 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.
Simonson (2000) states that there are four steps to build better distance learning: assessing instructional technologies, determining the learning outcomes, identifying the learning experiences and matching them to appropriate technology, and preparing the experiences for the online classroom (p. 30-33).
Moller, Huett, Foshay, and Coleman (2008a) also believe that evaluating the instructional technologies is important because evaluations are not currently effectively used (p. 70). This means that the online learning is never assessed to determine its productivity. This could be due to the fact that managers believe that by providing the online opportunity they are filling a requirement, but do not actually care about its results (p. 71). Distance education needs to evolve so that it is the first choice because of its productivity, not a first choice because it is cheaper and less time-consuming.
The goal of distance education is not to make the learning experiences identical to face-to-face learning, but to make it equivalent (Laureate Education, Inc., 2012b). This means using a variety of different technologies in order to increase learning potential (Simonson, 2000, p. 29-30). However, there is "little evidence that traditional classroom models are all that effective," (Moller, Foshay, & Huett, 2008b, p. 67). Because there is a steady increase in enrollment for distance learning, educators need to strive to create a better classroom experience. I agree with this statement. Just because the traditional classroom has been around the longest does not mean it is the best.
Currently, teachers are being trained to instruct students in a traditional classroom setting (Huett, Moller, Foshay, & Coleman, 2008, p. 65). They must learn how to deliver online instruction. I agree with this statement and I believe it would be the next step in evolving distance education to the next generation.
Resources
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.
Laureate Education, Inc. (Executive Producer). (2012a). Distance Education: The Next Generation. Baltimore, MD: Author
Laureate Education, Inc. (Executive Producer). (2012b). Equivalency Theory. Baltimore, MD: Author
Moller, L., Foshay, W., & Huett, J. (2008a, 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. (2008b, 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.
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