Blog Assignment: Defining Distance Learning (WK1AssignPoppC)

My personal definition and observations of distance learning before starting this course started in January of 2007 at Northampton Community College, PA.  I was enrolled in their Elementary Education program.  Since my two daughters were elementary school-aged, I decided to try online classes since it was winter, and there would be delays, cancellations and early dismissals.  I enjoyed it and continued from then on with distance learning.  I transferred after the spring semester at Northampton Community College, PA to the University of Central Missouri majoring in Occupational Education where I received my Bachelors in May 2010.  I then transferred to DeSales University, PA to pursue my Masters in Technology Education (until they changed the program) and then transferred to Walden University.  I really enjoy the flexibility.  Since my daughters (16 and 13 years of age) are still in school, I have the opportunity to sub at the local schools when needed.  My 2 daughters are cyber-schooling (3rd year) again this year.  Since I have distance learning experience with myself, this is a great opportunity for them. 

I am very tech savvy – software / hardware.  My background is in Business Computer Programming and Web Designing.  I have had all good experiences with all my distance learning classes (since Jan. 2007).  I have nothing bad to say or complain about.  My only thing is when I have DSL issues with Verizon due to weather.

Every student / individual is different in learning whether it be in-person or via the WWW.  Each student is unique and learns differently.  Some students may get it right away and others may not.  The ones that don’t may have to reread, research, and ask for help / questions.  Some students may feel funny by asking questions for fear that the instructor may think negatively of that individual.  No one wants to admit they do not know or understand something.  Some will just ignore it and move on and will never understand it.  Instructors need to make the students feel welcome and that they can come to them about anything.  The instructors are there for the students and really want them to understand the topics and to walk away confident and knowledgeable in the area(s) taught.  We can still build the relationships' necessary to successful distance learning in K-12 with regard to Learner/Content and Learner/Technology.  Building Learner-Technology and Learner-Instructional Content relationships can be quite difficult at first.  Once you develop a plan / strategy, all will come together.  One must first start out simple / basic and then move on to adjust / make changes once one is more familiar w/ the students. 

Establishing a sense of classroom community in distance learning is both essential and challenging.  Distance education in the K-12 arena is often referred to as “virtual schooling” and learning through virtual schooling is one of the fastest growing areas for K-12 schools.  (Huett, Moller, Foshay, & Coleman. 2008)  The most important elements upon which to focus, I would have to say are personal commitment, motivation and communication skills.  The biggest challenges would be personal support systems and technology.  Some hints, tips, strategies or notes of caution I would offer / suggest is to read, ask questions, not fall behind and try to learn as much as possible.  Social presence in face-to-face K-12 classrooms is not difficult to establish and is, in fact, a norm in the process of teaching and learning in that environment.  However, establishing this same presence at a distance without physical contact certainly presents challenges.  Students in online classes do have a social presence in the K-12 learning environment.  Some participate daily for about 30 minutes to 1 hour in a class w/ their teacher and classmates.  The teacher teaches the appropriate lesson for the day w/ the students online.  The teachers ask questions that the students need to respond to either by typing or speaking.  The students also do all their work – quizzes, tests, assignments – online.  Some may have to be submitted via email, mail or fax depending on the assignment.  This is all possible from what I stated above and how by what I stated above.  This would be based on the states Department of Education’s website and guidelines for K-12 education.  A more controversial example of K-12 online learning is virtual charter schools, which offer distance education to public school students while operating independently of local school districts.  (Huett, Moller, Foshay, & Coleman. 2008)  My daughter’s did a cyber charter school 3 years ago and our local school district was not happy about that since they (the local school district) have to pay for it.  This can work and it does work.  My 2 daughters are Cyber-Schooling again this year.  I see it. 

The nature of higher education is changing.  The traditional four-year brick and mortar institution is no longer applicable.  (Siegle, 2011)  For a high school graduate, attending college for four years is no longer the norm.  Distance learning is rapidly becoming a popular choice for continuing professional education, mid-career degree programs, and lifelong learning of all kinds.  (Moller, Foshay, & Huett. 2008)  By the year 2020, students will be taking over half of their courses online.  (Siegle, 2011)  Organizations that desire to succeed in today’s global environment, by facilitating changing educational demands, will require learning agility and leadership from instructional design leaders.   (McBride, 2010)

The delivery of instruction in institutions of higher education is currently in a state of restlessness; distance education models differ greatly and change often.  (Beaudoin, 2002)  In order for higher education to meet the needs of the future student, high-quality courses will need to be designed to meet the needs of the online learner.  Effective leadership during a transition from traditional to distance education can lead to institutional success.  (Beaudoin, 2002) Instructional designers are able to provide expertise and leadership that are required to move an organization into the future of online teaching and learning.  (Irlbeck, 2011)

Technology has forever changed education and society expects institutions of higher education to provide high quality educational options through distance learning.  In order to provide robust learning opportunities, institutions of higher education need to look towards instructional designers to provide the necessary vision and framework to move institutions of higher education into the 21st century.  Regardless of the size of the program, ID professionals (regardless of philosophical bent) are needed to create a clear framework outlining the goals, delivery, and structure of the e-learning program with clear benchmarks for success.  (Moller, Foshay, & Huett. 2008)  Instructional designers will play a key role in the transition of instructional delivery.  The designers will not only assist in the design of courses but also provide much needed leadership.

References:

Siegle, D. (2011). The changing nature of universities: Going online. Gifted Child Today, 34(3), 56-61. Retrieved from http://journals.prufrock.com/IJP/b/gifted-child-today

Beaudoin, M. F. (2002). Distance education leadership: An essential role for the new century. The Journal of Leadership Studies, 8(3), 131-144. doi:10.1177/107179190200800311

Irlbeck, S. (2002). Leadership and Distance Education in Higher Education: A US Perspective. The International Review Of Research In Open And Distance Learning, 3(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/91/170

Huett, J., Moller, L., Foshay, W. R., & Coleman, C. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 3: K-12. Techtrends: Linking Research And Practice To Improve Learning, 52(5), 63-67.

Moller, L., Foshay, W. R., & Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Part 2: Higher Education.  Techtrends: Linking Research & Practice To Improve Learning, 52(4), 66-70. doi:10.1007/s11528-008-0179-0

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Defining Distance Learning Mindmap