My Vision

Before I began this course, I recognized that distance education brings out strong opinions about learning. For some, online learning has negative connotation as being “less than a real education” because it lacks a brick and mortar environment. Critics consider such environments “diploma mills” lacking facilities, led by unqualified administrators and instructed by untrained faculties (Simonson et al, 2012). Other critics argue that e-learning is only valuable because it is relatively cheap to deliver, and it “absolves them from the obligation to provide potentially more expensive or involved training (Moller, 2008).” This lack of vision leads to a view of e learning as a series of watered down trainings that eschew rigor in favor of simplicity of implementation (Moller, 2008).  As a result of these stereotypes, many companies that provide professional development via the internet are being rejected by school districts and companies as valid training modules.

Others recognize distance learning as an ever developing road to a degree, accreditation or advanced professional development because you can complete tasks within the comforts of your own home. The internet has given learners access to international universities, as well as newer online learning institutes regardless of where they live. (Study Portals, 2012) For me, distance learning has enabled me to pursue knowledge and consider alternative teaching methods and career paths. With two small children, online education is the primary means by which I can grow, develop and challenge myself to achieve great things as a professional. In addition, through online learning I have been able to meet and collaborate with people from all over the world. I have done group projects or shared ideas with colleagues from all over the United States as well as from Turkey, Australia, Italy and the Caribbean. My partners in learning have spanned generations, industries and cultural values. As a result, distance learning has truly reflected the acronym TEAM – Together, Everybody Achieves More.

In this course as we begin to consider the “bricks and mortar” of online learning, it is clear that the philosophy of distance education is morphing as technology advances. Effective Distance Learning establishes collaborative opportunities that empower students to design, research, and problem solve in authentic ways (Huett, 2008). In addition, students need opportunities to reinforce concepts through targeted learning and individualized learning plans (Kaplan, 2011).  As these kids learn and grow, learning programs need to be adaptable and interactive to help them accelerate and decelerate their progress as necessary (Kaplan, 2011). Finally, such student progress needs to be communicable to parents. By providing progress reports, families can better understand how their students are doing, reinforce concepts, and find alternative resources to expand their child’s knowledge (Kaplan, 2011).

My vision of the future of distance learning is already under construction. As the internet becomes omnipresent, designers are contemplating how to revolutionize education accordingly. Such efforts are based upon the idea of expanding the learning experience beyond the confines of the school walls. In these “rooms with a view,” students are the primary drivers of learning, while teachers become designers and facilitators of the learning experience (Simonson et al, 2012). They are able to connect to multimedia content, interact with a global set of peers both asynchronously and in real time, and become self-directed. According to Moller et al (2008), online learning allows designers to transform learning from a “one-shot fixed term to an on-going event that is intermingled with the actual work processes.” For example, this means that we as teachers can provide opportunities for students to share projects online using Web2.0 tools and then have students post comments, extend ideas, and attain new insights. Such activities connect students to the “real worlds” of technology and social media and offer them the opportunity to engage is a safe, enjoyable and modern educational platform.

At the same time, teachers can use data to cultivate learning and intervention supports based upon individualized needs. According to Moller (2008), “Whether one prefers to learn individually or within collaborative environments, e-learning presents a new opportunity to adopt potential individualization strategies that are not possible in traditional classroom environments.” These student centered learning activities generate high levels of motivation and foster ownership of their understanding.  As a result, distance learning enables us to facilitate academic programs that are flexible, customizable, and rigorous. This will ensure we are generating a learning environment that meets the needs of society and our students.

References

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

Kaplan Inc. (2011). Kaplan Kids Smart Track Online Learning (webcast) Retrieved from
http://www.youtube.com/watch?v=gTS7alH4E9c
                               
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.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed.) Boston, MA: Pearson.

Study Portals (2012). What is Distance Learning? - DistanceLearningPortal.eu (webcast). Retrieved from http://www.youtube.com/watch?v=r6dHK2cXatM