The Next Generation in Distance Education

My first encounter with Distance Education (DE) was when I did forty percent (40%) of my Master of Science degree in Instructional Technology. Prior to that, I have only heard of it, but never knew what it was about. I loved it then, and I still love it now. But, what is DE?
Several proponents of DE have defined it in a variety of ways. Dr. Michael Simonson, Professor of Instructional Technology and Distance Education, at Nova Southeastern University, defined DE as formal education in which the learner group (teachers, students, resources) are separated by geography, and sometimes by time or intellect. It’s formal because it is structured education that involves the three key players that he mentioned: teachers, students, and resources. The teacher or instructor is a vital link, as he/she is the main organizer of the other human team players (students). Without the resources, DE cannot occur. These resources involve the equipment needed for DE to take place.

DE, which has been in existence for a number of years through the use of different media, has also been analyzed, compared and contrasted, as well as critiqued by different scholars. Four such scholars are Drs. Moller, Huett, Foshay, and Coleman. They have written a three-part series on The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. For each part, they looked at the involvement of DE in the workplace, higher education, and the K-12 educational system. By examining these institutions; they are looking at the life of DE, as DE evolves from Kindergarten through to the working world.

In parts 1 and 2 of the series, they described key trends in training and development at the workplace, and the effect of DE in higher education, respectively. In these two parts, they also state the implications that DE at the workplace and at the higher education level, has for Instructional Design (ID). ID is simply the design of instructions by the educator, so as to facilitate learning via technology. However, as an educator, who has spent most of my life at the K-12 level of education, my versatility is within this scope. Therefore the remainder of this blog will focus on part 3 of the series.

In addressing DE at the K-12 education level, the writers see it as site-based. Students can be a part of a ‘brick and mortar’ institution, but simultaneously take courses at various levels, either to enhance their learning or to improve on their learning skills, or even to meet the standard set by the school or the district. Another type of DE mentioned, which I think is an excellent way to learn in this technological era, is Virtual schools. This type of school should be growing at a faster rate than it is now, as this is 21st century technology in education is taking education to a higher level. This type of system tends not to be widely acceptable by all educators, especially if those educators are from the traditional school of education. Technology is the way forward, so every educator should get involve in this new wave, or else they will be left behind as the 21st century moves on.

The writers further went on to describe the implications that the nature of site-based DE has on ID. Four impacts on K-12 DE were identified as follows: School/Learning population, researched-based approaches, lack of trained professionals, and organizational change. These four impacts are true implications of this level of the education system. With this growing population of the young, and rising cost of education, budgeting is important in preparing this group for college/university education. When compared, DE is less costly.
This method of education is not widely accepted, as there appears to be too little research done. As a K-12 instructor, it would be a good gesture to venture in that arena. Since there is little research work that causes DE at the K-12 level not to be widely accepted, there seems to be a lack of trained professionals. This too needs changing, if this method of learning in the 21st century is to be embraced by educators. These three impacts, when come together, will create an organization that will lend itself to change. This is the next generation of Distance Education – 21st century technology.

Reference

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: K-12). TechTrends, 52(5), 63–67.

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 1: Training and Development). TechTrends, 52(3), 70–75.

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., Distance Education: The next generation. Laureate education Inc.

Retrieved December 15, 2010, from WPN videos. Virtual schools on the rise: http://www.ask.blinkx.com/watch-video/virtual-schools-on-the-rise/_vZgQKeVYh829zwvpA7AZg