Module 1: The Next Generation of Distance Education

After examining resources this week about the evolution and diffusion of distance education, I found similarities and differences in the views of how it will impact the next generation of learners. According to Dr. Michael Simonson, “in an evolutionary way, we are going to begin to use distance education technologies almost across the board in the teaching-learning process: K-12 education, higher education, professional education, and in the training environment in corporations and businesses” (Laureate Education Inc., 2008).Specifically in my field of work in elementary education, it is necessary to prepare students with the knowledge and skills necessary to learn through distance education. Similarly, Huett, Moller, Foshay, and Coleman (2008) find that as distance education technologies change the teaching and learning processes, “It is incumbent upon all professionals with a commitment to the potential of technology in education and training, no matter what their theoretical or ideological bent, to think outside the box, to collaborate and to advance the common vision” (p. 66). In a blog posting, Munoz (2011) supports these views of distance education stating, “As technology advances with knowledge, there will likely come a time when education will truly lie in the hands of those who seek it, not just those who can afford it.” Although there is often hesitation from educators to explore teaching through virtual schooling, I agree with these views that all fields of distance education must work together to improve how it is used for instruction and student learning.


These two views show similarities, but they also have contrasting views on the equivalency of face-to-face and online courses. Simonson (Laureate Education Inc., 2008) believes in an Equivalency Theory, stating that the two types of education should have the same learning outcomes, and provide equivalent experiences to meet those outcomes. Yet, Huett et al. (2008) believes that “the effectiveness of distance education has more to do with who is teaching, who is learning, and how that learning is accomplished and less to do with the medium” (p. 63). I would have to agree more with the positions of Huett et al. (2008) because I believe that distance education is meant to create more of a variety of options for experiences than that of a face-to-face classroom, not just equivalent experiences. It should focus more on the learner and the instructional tools that can be used to address each student’s learning styles. As students in the 21st century are exposed to evolving technologies, it is necessary to incorporate those tools into the ways students learn in order to keep them motivated and engaged.

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.

Laureate Education, Inc. (Executive Producer) (2008). Principles of distance education: the next generation. Baltimore, MD: Author

Munoz, L. (2011). Evolution of distance education. Retrieved from http://lynnmunoz.wordpress.com/2011/09/12/evolution-of-distance-learning/