Module 2 Link #1: Toni Duke

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1564136/

Module 2 Link #2: Toni Duke

DukeMomEdTechBlogger: Elements of Distance Education Diffusion: http://blog.blackboard.com/company/featured/are-we-at-the-%e2%80%9ctipping-point%e2%80%9d-in-k-12-education/

Elements of Distance Education Diffusion (Toni Duke, Module 2)

One element of distance education that is creating more effective learning experiences and creating a divide between face-to-face (F2F) and distance learning is the collaborative interaction that is available to classmates enrolled in distance education courses. The concerns with geographical distance has changed because there are so many tools available on-line now to promote collaboration such as Google docs, Skype, and social networks  (Facebook, Twitter, etc.). The use of discussion boards, wikis, blogs, and podcasts have also changed the digital learning arena. These asynchronous methods of collaboration provide additional ‘think time’ before learners respond, providing a deeper, richer learning experience (Boulos, M., Maramba, I., & Wheeler, S., 2006).  Students are able to bring their own devices to school that support school learning and the curriculum and travel with information back and forth between school and home without the burden of heavy books (Jen, 2012, June 29).

In the corporate environment, through distance education mediums, professionals find comfort in the ability to collaborate (meet, discuss, make decisions) globally, preventing the need for expensive, time-consuming travel to other parts of the world.  On-line collaborative tools allow corporate executives opportunities to effectively asynchronously and synchronously share information.  

Families are growing more comfortable utilizing technology to keep in touch with far away loved ones, thus the comfort level of society is improving the overall feel for and acceptance of collaborative distance education.  Now that one can hold a Skype conference via a smartphone, opportunities for collaboration are only a “reach-out” away. If initiated, the benefits of technology and the collaborative opportunities it provides are seemingly limitless.

References:

Boulos, M., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1564136/

Jenn. (2012, June 29) Re: Are We at the “Tipping Point” in K-12 Education? [Web log message]. Retrieved from http://blog.blackboard.com/company/featured/are-we-at-the-%e2%80%9ctipping-point%e2%80%9d-in-k-12-education/

Elements of Distance Education Diffusion

One element of distance education that is creating more effective learning experiences and creating a divide between face-to-face (F2F) and distance learning is the collaborative interaction that is available to classmates enrolled in distance education courses. The concerns with geographical distance has changed because there are so many tools available on-line now to promote collaboration such as Google docs, Skype, and social networks (Facebook, Twitter, etc.). The use of discussion boards, wikis, blogs, and podcasts have also changed the digital learning arena. These asynchronous methods of collaboration provide additional ‘think time’ before learners respond, providing a deeper, richer learning experience (Boulos, M., Maramba, I., & Wheeler, S., 2006).  Students are able to bring their own devices to school that support school learning and the curriculum and travel with information back and forth between school and home without the burden of heavy books (Jen, 2012, June 29).

In the corporate environment, through distance education mediums, professionals find comfort in the ability to collaborate (meet, discuss, make decisions) globally, preventing the need for expensive, time-consuming travel to other parts of the world.  On-line collaborative tools allow corporate executives opportunities to effectively asynchronously and synchronously share information

Families are growing more comfortable utilizing technology to keep in touch with far away loved ones, thus the comfort level of society is improving the overall feel for and acceptance of collaborative distance education.  Now that one can hold a Skype conference via a smartphone, opportunities for collaboration are only a “reach-out” away. If initiated, the benefits of technology and the collaborative opportunities it provides are seemingly limitless.

References:

Boulos, M., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1564136/

Jenn. (2012, June 29) Re: Are We at the “Tipping Point” in K-12 Education? [Web log message]. Retrieved from http://blog.blackboard.com/company/featured/are-we-at-the-%e2%80%9ctipping-point%e2%80%9d-in-k-12-education/

The Next Generation of Distance Education

In our course Module 1 video for this week, “Distance Education: The Next Generation”, Dr. Michael Simonson  takes us back to the beginnings of what is now known as DISTANCE LEARNING that has recently gained popularity with the onset of the internet (Simonson, n.d.a). When he discussed the origin of correspondence courses - which he shares have been in existence for decades - I related immediately as my light bulb went off to a correspondence class I took in 1988 after moving away from my college campus to another state. I had to complete the last 6 hours of my bachelor’s degree via correspondence – or so I tried! It was a very difficult switch from the brick and mortar of the traditional college classroom to such independent work, and I was not able to complete those courses until I moved back to complete them on campus.

Dr. Simonson suggests that distance teaching is not synonymous with distance learning/ education, and that distance learning should be defined as “formal education… self-study at a distance… institutionally based where learning is separated …by distance as well as intellect… and technology is used to connect the learners” (Simonson, n.d.a). My correspondent classes involved NO technology in 1988– unless you consider utilization of the post office to mail the weekly lessons to my professor a form of technology!

Simonson went on to reference author Everett Rogers who proposed the diffusion of technological innovations 30 years ago by our understanding of the S curve when adopting new ideas.. He insisted that key change agents use opinion leaders to motivate change, then new ideas become so widely accepted that they just become a part of what we do.  Distance learning and education are now nearing that level of acceptance.

Simonson also discussed the “Equivalency Theory”, which suggests that education practiced at a distance (distance learning) should not be expected to equivocate those practices of a face-to-face (F2F) environment (Simonson, n.d.b). Students learning under different situations – even though the content is similar or recorded – will be subject to different, not “equivalent”, learning experiences.

Per Simonson, “If we look at past patterns in education technology, we can expect exponential growth of distance education to continue” (Simonson, n.d.a). He predicts that the future of distance education will not “abolish” the institution of the traditional school, but that it will become an integral part of K-12 and college teaching and learning, and corporate training. He believes that affective benefits will continue to be the likely outcome of distance learning, as learners are able to access learning from various geographical locations with the same learning outcome expectancy. Moller, Foshay, and Huett  (2008b) echo this prediction in e-learning growth (p. 67).

Huett, Moller, Foshay, and Coleman (2008) suggest that the “unchartered territory” of K-12 distance learning (or “virtual schooling”) is growing because it is “addressing previously unmet [educational] needs” (p. 63). This is a topic near and dear to me, as I plan to tackle a similar topic as my dissertation study. With the growth of on-line teaching and learning resources, I’d like to uncover how well students learn when they are in need of remediation (to fill learning gaps) – in small groups with a teacher during non-instructional time, or via an on-line program that suggests the same learning outcomes. Huett et al. also suggests this remedial use of online courses (2008, p. 63). I’m considering targeting a specific socioeconomic group (or just students requiring remediation) and measure quantitative (which method is used when they show the most learning growth) and qualitative (affective – which method they prefer) data to determine the most effective learning source for this group of struggling students.

I am a proponent of online courses, but not when it removes students from the social aspect of schooling. It is for this reason that I do not foresee schooling without the traditional brick and mortar classroom and teachers available, I just see teaching and learning becoming more blended, collaborative, and related to real life situations to teach mastery of objectives.

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. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/resultsadvanced?sid=832f770e-efdc-43cf-9f98-62dfdf4dc45c%40sessionmgr13&vid=2&hid=19&bquery=The+evolution+%22of%22+distance+education%3a+Implications+for+instructional+design+%22on%22+the+potential+%22of%22+the+Web&bdata=JmRiPWE5aCZjbGkwPUZUJmNsdjA9WSZ0eXBlPTEmc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d

Moller, L., Foshay, W., & Huett, J. (2008b). The evolution of distance education: Implications for instructional design on the potential of the Web (Part 2: Higher Education). TechTrends, 52(4), 66–70. Retrieved from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/resultsadvanced?sid=832f770e-efdc-43cf-9f98-62dfdf4dc45c%40sessionmgr13&vid=2&hid=19&bquery=The+evolution+%22of%22+distance+education%3a+Implications+for+instructional+design+%22on%22+the+potential+%22of%22+the+Web&bdata=JmRiPWE5aCZjbGkwPUZUJmNsdjA9WSZ0eXBlPTEmc2l0ZT1laG9zdC1saXZlJnNjb3BlPXNpdGU%3d

Simonson, M. (n.d.a). Laureatte, Inc. “Distance Education: The Next Generation” [video]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F

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Simonson, M. (n.d.b). Laureatte, Inc. “Equivalency Theory” [video]. Retrieved from

https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2F   
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We should ALL strive everyday for changes that will make a difference in teaching and learning for our next generation of students, for they will be our care-givers one day. (-:

Educational Technology

I will be using this blog to interact with fellow classmates in my Walden University distant learning course this summer, "Principals of Distant Education" (EDUC 8842) as I begin to research and learn about the use of OPEN-SOURCE software and programs in distance education. I will also share topics that get my attention...from a passionate educator standpoint, from a Ph.D. student in Educational Technology view, as a teacher and doting, educationally-involved parent, and those issues that stretch my thinking about the fate of 21st century education. As I delve into research, run across quotes, pictures, and words that offer inspiration, I will share them here. I hope you will become a follower and learn from and enjoy my blog!