In contrast, there are issues at each level that must be dealt with concerning the current audience and future audiences of distance education. In training and development, effectiveness is an issue because the traditional (ROI) Return on Investment model (2008, May/June) is rarely used for evaluation purposes, not allowing for always the highest quality. In higher education, however, the unfamiliar force of online learning in post-secondary education brick and mortar institutions is beginning to engage in distance education due to the cost factor, the quality will in hope increase. Conversely, at the K-12 level, there are many concerns about possible negative impacts with age appropriateness and developmental readiness.
I agree with their positions on all levels because of real-life examples that I have experienced. One example for training and development (2008, May/June) that has saved the school district money where I teach money each year is to provide work-based safety distance education, refresher courses each year to review human resource issues such as blood borne pathogens and harassment concerns. Being a Walden University student has provided the opportunity I needed to pursue my doctoral work. If I had to attend a brick and mortar campus, I would not be able to participate.
References
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.
Laureate Education, Inc. (Executive Producer). (2012).
Distance Education: The Next Generation. Baltimore, MD: Author, Michael Simonson.
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.
Part 1: Training and Development
Part 2: Higher Education
Part 3: K-12
Hello LeeAnn. I agree that distance education (DE) can provide an effective forum for disseminating yearly required professional development content, such as the blood borne pathogens workshop. Do you think that DE can also be an effective tool for more complex teacher professional development, such as workshops on technology use in the classroom or on building positive relationships with students?
ReplyDeleteIn my work with K-12 teachers, I find that many of them still look with skepticism on DE. They prefer F2F learning. How do you think we can bridge the ideological divide that exists between those who see the future and embrace DE and those who prefer to remain in the factory model of education?
Hi Martha,
ReplyDeleteThank you for responding to my post. I think that distance education can be used as an effective tool for teacher professional development to promote best practices of technology integration into all curriculum areas. I am beginning this process this year with the facilitating of learning model of technology professional development that I am providing to a cohort of 22 teachers. This cohort are the first group of implementers to our 1:1 mobile pilot project with laptops and tablets, where we are using Edmodo as a distance learning tool, along with monthly face-to-face classes. Thus far this school year, this blended model is proving very effective to bridge this ideological divide.
Sincerely,
LeAnn
Hello LeAnn,
ReplyDeleteI think you very eloquently hit the nail on the head with the training and development aspect being provided through distance education. At my workplace, all faculty are required to do the blood-borne pathogens training, safety training, and most recently an IT training. Since our campus is primarily focused on allied health, we have curriculum for the blood-borne pathogens that our students use as well. Earlier this year, I took that curriculum and put it online and made it something that new teachers could do from home. The whole module takes about 25 minutes to go through along with the exam printout that must be placed in the employee file.
The convenience alone is a great way for DE to refresh us on topics. But do you think DE should/could be used to teach the concept in the first place? Can you imagine learning how to use an IWB through a webinar??
Cheers - Shar
Hi Shar,
DeleteThank you for your kind words and response to my post. You pose an interesting question about whether distance education should or could be used to the concepts in the first place. I believe there are certain affective skills and concepts in any area of training or education that should still be taught in a face-to-face situation. This is the reason why distance education and online learning will never replace the teacher. I appreciate your comments and questions.
Sincerely,
LeAnn
I agree that distant education gives students flexibility in their education. I teach in a distant education classroom and this is one of the main reason some students come the school I work for. I have young studnets that are senators children, actors, children in training fro the olympics, and ill children. These type of kids have busy lives and need the flexibility to suit their educational needs. Sometimes I feel they are too young to need this flexibility.
ReplyDelete