After reading the articles and viewing the videos it is clear to me that the general sentiment is that there is a need to evolve distance education to the next generation. The main similarity of the given perspectives is that educators need to understand that distance education is not what Moller et al., (2008) refer to as a “craft approach” to instruction. “The craft approach, an individual teacher fully designs and develops the course and the related materials based on what has worked for him or her in the traditional classroom and puts it on the web (Moore & Kearsley, 1996). However, models of classroom instructional delivery and models of online delivery systems are vastly different; they should not be seen as one and the same. Taking what one is familiar with and/or using what works in one environment and simply duplicating it in a new environment can lead to limited positive results.” (Moller et al., 2008, p.67)
Distance Education (asynchronous) is a completely different method of instruction than traditional synchronous (in class) instruction. Simonson’s equivalency theory emphatically explains that these two entities are separate but equal, and should be treated in this manner. “Thus, the goal of instructional planning is to make the sum of experiences for each learner equivalent and to select instructional technologies that store and deliver the learning experiences effectively.” (p. 30 Simonson) In my opinion, this is the basis of why there is a need for changes. Another factor that was pointed out in the Moller et al readings is that the current traditional style of instruction is not totally effective. (Moller et al., 2008, p.67) Given this reasoning, distance education (online) is an alternative to traditional education. Thus the style of instruction and learning must be different to successfully reach the student who perhaps is looking for a different way to thrive. This also is the foundation for how the changes should occur. Simonson’s approach did not go in the direction of the failures of the traditional systems outcomes, but more of how there is a definite need to make online learning student centered.
In Simonson’s video, “Distance Education: The Next Generation”, he gives his definition of distance education: “Distance education is defined at least by Mike Simonson as formal education that is institutionally based where the learning group, the teacher, the students, and the resources possibly are separated not only by geography but sometimes by time, sometimes by intellect. And where technologies, instructional media and communication technologies are used to link the resources, the teacher, and the learner.” With different views of what distance education is, and how it should be implemented, this further proves that distance education must evolve.
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 1: Training and development). TechTrends, 52(3), 70-75. Use the Academic Search Premier database, and search using the article's Accession Number: 33281719.
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. Use the Academic Search Premier database, and search using the article's Accession Number: 33991516.
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.
Simonson, M., Speaker “Distance Education: The Next Generation”. Laureate Education, Inc.
Simonson, M., Speaker, “Equivalency Theory”. Laureate Education, Inc.
