It seems that all of the authors, Huett, Moller, Foshay, Coleman, and Simonson agree that evolving distance education and creating an equivalency between face-to-face courses and distance education courses. Simonson (2000) states “equivalency is achieved through a variety of learning experiences that are tailored to the environment and situation in which students find themselves”.
Distance education faculties spend as much time if not more preparing for courses. Having faculty understand that the online instructors are worthy of their professional services as much as the onsite instructors is one area that will still need to grow. The faculty of distance education needs to take time now to express the needs of having online courses that meet standards and accreditation in the higher eructation field the same as the face-to-face model of higher education (Moller, Foshay, & Huett, 2008).
Not having experiences personally with the K-12 model of distance education I am quite interested. This could become a very beneficial model for many families in situations where attending a regular public school is not possible. At the time of the publication from Huett, Moller, Foshay, and Coleman (2008) there was little research pertaining to K-12 schools and online learning. There is concern that younger students do not have the capability to learn as a young adult could in the avenue of online learning. Not having learned the communication skills to be able learn in that avenue could be the biggest problem. Another concern is that the educators are not properly trained in this area to teach online.
Distance Education has made many gains in the last few years. It is becoming greatly accepted by people to obtain their educational degrees or further their studies. In the next decade I feel that we will continue to see growth in this avenue.
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.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.Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29–34.
Being in the arena of K-8 education, I have 1st graders utilizing online learning but much like email. The tool is a discussion forum between one class and another not located in the same building. The desire to write, edit, and communicate has grown tremendously.
ReplyDeleteThanks for sharing,
~Laurie Korte
Kellie,
ReplyDeleteOur blogs are very similar. I'm wondering how effective or feasible online learning can be for K-12. I know of a few pilot programs for High School being run (I don't have the particulars at my fingertips, but I belive one is in NYC). I believe that at least K-6 will need some kind of interaction with a teacher just to get some of the methodoligies accross that many parents won't have the tools for. The other problem is coming up with a one-size fits all presentation because of the lack of interaction between the teacher/student. Visual cues with cameras is one way to help, but think of the ramifications of a public display of one's house. There was just a case where a school supplied laptop had a camera that could be controlled remotely and it may have got a picture of a girl in her room at home! Lots to consider on these things!
Hey Kellie,
ReplyDeleteI'm glad you mentioned the k-12 information not being the focus. I do agree that at least k-8 needs a teacher to keep them focused and on task. I don't think they could do D.E. on their own because of a lack of discipline to their studies. At least this would be the case for the students I work with. Even when they're in the classroom with me, I constantly have to urge them to stay on task to complete their work.
Thanks-Brandy