The Next Generation of Distance Education

Students of all ages, from preschool, through university, professional upgrading, employment training and lifelong learning are participating in educational programs delivered over computer networks. Learning is not bound by geographic constraints of the past and all but few seem to be embracing it.

While the integration of these new technologies has the potential to make higher education more accessible to different populations such as full-time employees and stay-at-home parents, etc., there is also the real possibility that the integration of technology could exclude many important factors. Issues such as instructional decisions, learning outcomes, training and development and organizational change when dealing with the needs of online students have endured harsh criticism and there seems to be no simple solution to the problems.

Opinions are mixed with regards to the benefits of online learning. Efforts to evaluate online learning by some researchers, focuses on the transfer of course content and found compared to traditional course delivery and face-to-face instruction; there is really no significant difference. Several research studies have covered effective pedagogical strategies for online teaching. Huett et al (2008) for instance, described in a three part series on distance education the major e-learning trends that are synonymous to higher education, and the K-12 education sectors. Simonson (2000) in another article thinks that one strategy to success in online environment is to provide different but equivalent learning experiences to each learner.

A look at the guidelines formulated by the different articles shows that they differ from each other slightly in emphasis, organization, and level of detail. At the same time, they are quite similar as they set standards for distance education and relating them to institution’s curriculum and instruction goals.

The authors all shared valid points and I agree wholeheartedly. In my view, distance education is implemented ineffectively more often than not for the wrong reasons. Perhaps, for some institutions it is a need to be a part of the “band wagon” so content from the traditional classroom is quickly transferred to the online course shell without clear goals or it could be in response to pressure from students or administrators. Whatever it is, there is a genuine concern over poor pedagogical or administrative decisions associated with online learning.

References

Moller, L., Foshay, W., & Huett, J. (2008, May/June). The evolution of distance education: Implications for instructional design on the potential of the web (Part 2: Higher education). TechTrends, 52(4), 66-70.

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

Simonson, M. (2000). Making decisions: The use of electronic technology in online classes. New Directions for Teaching and Learning, 84, 29-34.